Ocean Discovery Adventures in Education

P-5 Thank you for choosing SeaWorld Orlando!

SeaWorld is pleased to present you with this educational guide to help you plan a rewarding and positive field trip experience. Contained in this guide are activities and lesson plans designed to help you and your students make the most of your visit by emphasizing the vast educational potential housed in the attractions and animals you’ll encounter while visiting us. Also included are numerous pre- and post-activities designed to supplement your trip to create a well-rounded and pertinent educational experience. Our activities support Sunshine State Standards, National Standards in Language Arts, Math, Science, Social Studies and the Arts, and also support essential principles of the Ocean Literacy project. SeaWorld Educators are located at many of the animal attractions throughout the park and can provide valuable information and insight to your students during your visit as well. It is our goal to ensure your experience with us is as enriching and informative as possible! In the table of contents, you will find grade specific benchmarks/standards and the activities that acompany those standards. As you review the activities in the booklet, we are confident you will find a variety of ways to incorporate them to complement your own lesson plans. Two FCAT exercises, a glossary of word definitions and an answer key for all activities have also been provided in the back of this booklet. Finally, we have included two FCAT practice exercises. We sincerely hope you will find this booklet to be a valuable educational tool and encourage you to use the activities and information as you prepare for your trip to SeaWorld. For even more activities, lesson plans and detailed animal information visit us online at SeaWorld.org

Visit SeaWorld.org/education-programs/swf for important information and helpful tips to make your visit with us as easy possible. You’ll find confirmation materials, payment options and information to share with all the chaperones and adults on your field trip. Ocean Discovery Adventures In Education P-5

Goals of the SeaWorld Education & Conservation Department

Based on a long-term commitment to education, SeaWorld Orlando strives to provide an enthusiastic, imaginative and intellectually stimulating atmosphere to help students and guests develop a lifelong appreciation, understanding and stewardship for our marine and aquatic resources. Specifically, our goals are...

• To instill in students and guests of all ages an appreciation for science and a respect for all living creatures and natural resources. • To conserve our valuable natural resources by increasing awareness of the interrelationships of humans and the marine and other aquatic environments. • To increase students’ and guests’ basic competencies in science, math and other disciplines. • To provide an educational resource to the world.

“For in the end we will conserve only what we love. We will love only what we understand. We will understand only what we are taught.” – B. Dioum

Ocean Discovery: SeaWorld Adventures in Education Pre-K through 5th Teachers Guide Part of the SeaWorld Education Series

Advisory Staff Layout/Design Geni Wright Dennis Jones Josh Kennedy David Schindler

SeaWorld grants permission for classroom teachers to make reprographic copies of worksheets for non-commercial use. This does not extend to copying for promotional purposes, creating new collective works, or resale. For more information, write or call the SeaWorld Education & Conseration Department.

© 2010 SeaWorld Parks & Entertainment, Inc. All Rights Reserved Published by the SeaWorld Education & Conservation Department 7007 SeaWorld Drive, Orlando, Florida 32821 800-406-2244 Table of Contents Sunshine State Standards: Big Ideas, Strands and Benchmarks

Kindergarten Third Grade Reading/Language Arts: Reading process, Literary analysis Reading/Language Arts: Reading process, Literary analysis, Writing process, and Communication Writing applications and Communication Mathematics: Big Ideas 1, 2 and 3 Mathematics: Big Ideas 1, 2 and 3 Supporting Idea 6: Number and Operations Science: Big Idea 1: The Practice of Science Big Idea 14: Organization and Development of Living Organisms Supporting Idea 7: Data Analysis Big Idea 1: The Practice of Science Social Studies: Geography Science: Big Idea 3: The Role of Theories, Laws, Hypotheses and Models Activities: How Many Animals Do You See? (pg. 4), All Kinds of Big Idea 14: Organization and Development of Living Organisms Animals (pg. 5), Animal Alphabet (pg. 6), Whales and Fish (pgs. 12-13), Big Idea 15: Diversity and Evolution of Living Organisms Wild Arctic (pgs. 14-15), Food for Thought (pg. 16), Count and Identify Big Idea 17: Interdependence the Sharks (pg. 17), Mermaids, Myths and Manatees (pgs. 18-19), Pacific Point Preserve (pgs. 20-21), Training Tips (pgs. 22-23) Social Studies: Geography Activities: Predators of the Deep (pg. 8), What about Whales (pgs. 9-10), First Grade Whales and Fish (pgs. 12-13), Wild Arctic (pgs. 14-15), Food for Reading/Language Arts: Reading process, Literary analysis Thought (pg. 16), Count and Identify the Sharks (pg. 17), Mermaids, and Communication Myths and Manatees (pgs. 18-19), Myth Makers (pg. 19) Pacific Point Mathematics: Big Ideas 1, 2 and 3 Preserve (pgs. 20-21), Training Tips (pgs. 22-23) Supporting Idea 6: Number and Operations Science: Big Idea 1: The Practice of Science Big Idea 12: Motion of Objects Fourth Grade Big Idea 14: Organization and Development of Living Organisms Reading/Language Arts: Reading process, Literary analysis, Writing process, Big Idea 16: Heredity and Reproduction Writing applications and Communication Big Idea 17: Interdependence Mathematics: Big Ideas 1, 2 and 3 Supporting Idea 6: Number and Operations Social Studies: Geography Science: Big Idea 1: The Practice of Science Activities: North Pole, South Pole (pg. 7), Predators of the Deep (pg. 8), Big Idea 2: The Characteristics of Scientific Knowledge Whales and Fish (pgs. 12-13), Wild Arctic (pgs. 14-15), Food for Big Idea 12: Motion of Objects Thought (pg. 16), Count and Identify the Sharks (pg. 17), Mermaids, Big Idea 16: Heredity and Reproduction Myths and Manatees (pgs. 18-19), Pacific Point Preserve (pgs. 20-21), Big Idea 17: Interdependence Training Tips (pgs. 22-23) Social Studies: Geography Second Grade Activities: Predators of the Deep (pg. 8), What about Whales (pgs. 9-10), Reading/Language Arts: Reading process, Literary analysis, Writing process, Training and Behavior Basics (pg. 11), Whales and Fish (pgs. 12-13), Writing applications and Communication Wild Arctic (pgs. 14-15), Food for Thought (pg. 16), Count and Identify the Sharks (pg. 17), Mermaids, Myths and Manatees (pgs. 18-19), Mathematics: Big Ideas 1, 2 and 3 Pacific Point Preserve (pgs. 20-21), Training Tips (pgs. 22-23) Supporting Idea 6: Number and Operations Science: Big Idea 1: The Practice of Science Fifth Grade Big Idea 13: Forces and Changes in Motion Reading/Language Arts: Reading process, Literary analysis, Writing process, Big Idea 14: Organization and Development of Living Organisms Writing applications and Communication Big Idea 16: Heredity and Reproduction Big Idea 17: Interdependence Mathematics: Big Ideas 1, 2 and 3 Supporting Idea 6: Number and Operations Social Studies: Geography Supporting Idea 7: Data Analysis Activities: Predators of the Deep (pg. 8), What about Whales (pgs. 9-10), Science: Big Idea 1: The Practice of Science Whales and Fish (pgs. 12-13), Wild Arctic (pgs. 14-15), Food for Big Idea 2: The Characteristics of Scientific Knowledge Thought (pg. 16), Count and Identify the Sharks (pg. 17), Mermaids, Big Idea 14: Organization and Development of Living Organisms Myths and Manatees (pgs. 18-19), Pacific Point Preserve (pgs. 20-21), Big Idea 15: Diversity and Evolution of Living Organisms Training Tips (pgs. 22-23) Big Idea 17: Interdependence Social Studies: Geography Activities: Predators of the Deep (pg. 8), What about Whales (pgs. 9-10), Training and Behavior Basics (pg. 11), Whales and Fish (pgs. 12-13), Wild Arctic (pgs. 14-15), Food for Thought (pg. 16), Count and Identify the Sharks (pg. 17), Mermaids, Myths and Manatees (pgs. 18-19), Pacific Point Preserve (pgs. 20-21), Training Tips (pgs. 22-23) How Many Animals Do You See?

Directions: Count how many animals are in each picture and fill in the blanks with the correct number in word form. In the box to the left of each set of animals write the number in numeric form. Refer to the number line for help. 1 2 3 4 5 6 7 8 9 10 One Two Three Four Five Six Seven Eight Nine Ten

KILLER WHALE DOLPHINS SHARKS

MANATEES SEA TURTLES FLAMINGOS

SEA STARS PENGUINS

URCHINS FISH 4 All Kinds of Animals

Directions: Use crayons or markers to color in any animals that match the provided descriptions.

1. Animals that are whales

2. Animals that are birds

3. Animals with four legs

4. Animals that live in the water

5. Animals with wings

6. Animals with flippers

7. Animals with two dorsal fins

5 Animal Alphabet

Directions: Find the animals whose names begin with any of the letters found in the word “Shamu.®” Color in any animals which begin with the letters s, h, a, m or u. Use a different color for each letter. SHAMU

LOBSTER MANATEE URCHIN

HUMPBACK WHALE

PENGUIN OCTOPUS

ANEMONE WALRUS

SEA LION

MARLIN DOLPHIN

ANGELFISH SEA STAR POLAR BEAR 6 North Pole, South Pole Animals that live near the North Pole or South Pole, where it is very cold, are called polar animals. Directions: Cut out the animals at the bottom of this worksheet. Use glue to place each animal in an appropriate location on the map below. Animals inside a circle live near the north pole; animals inside a square live near the south pole; and animals inside the triangles can be found living near both the north and south poles.

W E

Killer Whale Arctic Tern Polar Bear Walrus King Penguin Albatross

Killer Whale Arctic Tern Beluga Whale Narwhal Leopard Seal Weddell Seal 7 Predators of the Deep Sharks are predators. Predators are animals that eat other animals to survive. By feeding on weak, ill, injured or dying animals, sharks help to maintain a balance between all of the creatures that share the ocean. Use the bar graph below to answer the questions at the bottom of the page. Shark Diet Over a Four Week Period Quantity 8 7 6 5 4 3 2 1 0 Week 1 Week 2 Week 3 Week 4

= ﬁsh = turtles = crabs

1. During what week did the shark eat more crabs than fish? 2. During what week did the shark eat the most fish? 3. During what week did the shark eat more turtles than crabs, but fewer turtles than fish? 4. During what week did the shark eat the most food? 5. How many fish did the shark eat during the four weeks? 6. How many fewer crabs than fish did the shark eat during the four weeks? 7. Which animal did the shark eat the most during the four weeks? 8. How many animals did the shark eat each week? Week 1 = Week 2 = Week 3 = Week 4 = 9. Use the information above to construct a line graph to show how many fish the shark ate during each of the four weeks. Quantity 8 7 6 5 4 3 2 1 0 Week 1 2 3 4 8 What About Whales? There are many different types of whales that swim through the ocean. All whales share certain characteristics, but they are also different in many ways. 1. Read the provided information about each of the four species of whales listed below. Write a brief paragraph containing at least five facts about each animal. Be sure to use complete sentences and proper grammar. Killer Whale length-between 17 and 27 feet (5-8 m) (males are larger than females) weight-between 3,000 and 12,000 pounds (1,400-5,400 kg) (males weigh more than females) distribution-all of the oceans throughout the world; most abundant in the Arctic and Antarctic food preference-fish, marine mammals, and squid swimming-can swim at speeds of up to 28 miles per hour (45 km per hour) diving-usually dive to depths between 100 feet (30 m) and 200 feet (61 m); usually surface for air every four to five minutes More Facts About Killer Whales: • averages between 40 to 56 cone-shaped teeth • considered to be the top predator of the ocean • like other toothed whales, they have only one blowhole • travel in groups called “pods” • can use sound to hunt for food (called echolocation)

______

Beluga Whale length-between 9 and 16 feet (3-5 m) (generally males are larger than females) weight-approximately 3,000 pounds (1,400 kg) (generally males are weigh more than females) distribution-are found only in the Arctic and subarctic regions of the world food preference-fish, octopus, squid, crabs, and a variety of other bottom dwelling ocean animals swimming-usually do not swim at speeds much faster than 5 miles per hour (8 km per hour) diving-usually do not dive much deeper than 50 feet (15 m) and will surface approximately every 5 minutes More Facts About Beluga Whales: • average of 34 peg-shaped teeth • unlike most toothed whales, they do not have a dorsal fin • like other toothed whales, they have only one blowhole • travel in groups called “pods” • can use sound to hunt for food (called echolocation) ______9 Humpback Whale length-up to 50 feet (15 m) (females are slightly larger than males) weight-approximately 70,000-110,000 pounds (32,000-48,000 kg) distribution-live in all oceans from the Arctic to the Antarctic food preference-mostly plankton, tiny krill and very small fish swimming-can rarely reach a speed of 20 miles per hour (32 km per hour) diving-frequently dive to depths over 400 feet (120 m) and remain underwater between 6 to 35 minutes More Facts About Humpback Whales: • do not have teeth; instead they have baleen plates • have only a very small dorsal fin on their back • like other baleen whales they have two blowholes • usually travel alone or with their young, not in “pods” • not believed to use sound to hunt for food (called echolocation)

______

Sperm Whale length-males can reach 50 feet (15 m) while females are usually no bigger than 35 feet (11 m) weight-males can reach between 70,000-100,000 pounds (32,000-45,000 kg); females rarely reach 35,000 pounds (16,000 kg) distribution-live in all oceans of the world food preference-mostly large squid and large fish (including sharks and rays) swimming-can swim at speeds up to 30 miles per hour (48 km per hour) for short periods of time diving-can routinely dive more than 2,000 feet (610 m) and stay underwater for 1 to 2 hours More Facts About Sperm Whales: • averages between 50 to 70 cone-shaped teeth • have a very small dorsal fin on their back • like other toothed whales, they have one blowhole • males and females usually travel separately, not in “pods” • can use sound to hunt for food (called echolocation) ______

2. Choose two species of whales to compare and contrast. On a separate sheet of paper explain how the two whales you have selected are similar and how they are different. In addition to the facts that are given, you may use observations about the pictures provided. Give at least three examples of how the whales you have selected are similar and three examples of how they are different.

10 Training and Behavior Basics Behavior is the way people or animals act. Some behaviors are innate, and others are learned. Innate behaviors are actions that we are born knowing how to perform. Learned behaviors are behaviors that are learned through experience.

PART I 1. From the list of behaviors below, circle only those that would be considered learned behaviors for a person.

walking blinking your eyes shaking hands with someone talking crying swimming breathing nursing drinking milk from a glass

2. One of the behaviors circled above would be considered learned for people, but innate for some animals. On the space provided below, name this behavior and list at least three examples of animals for which this behavior would be innate. ______

A conditioned response is the action or behavior that a person or animal learns to perform immediately following a stimulus, through repetition. It is a type of learned behavior.

EXAMPLE stimulus: The door bell rings. conditioned response: You walk to the door to see who is there.

PART II Below is a list of various stimuli. In the space provided, write the most likely conditioned response to each. 1. stimulus - A phone rings. conditioned response:______2. stimulus - The teacher asks a classroom full of students a question to which they know the answer. conditioned response:______3. stimulus - Someone says “thank you” to you. conditioned response:______4. stimulus - Someone sitting next to you sneezes. conditioned response:______5. stimulus - A person standing behind you taps you on the shoulder. conditioned response:______

11 Whales and Fish Objectives: Students will discover the differences and similarities between whales and fish.

Teacher and Chaperone Corner: This activity may be conducted at Shamu Stadium, Shark Encounter or Dolphin Cove. Although fish and whales both live in the water, they have very little in common. Whales share the same characteristics as humans and other mammals. Whales are warm-blooded, breathe air, give live birth and nurse their young. Whales even have hair, although it is usually lost before the animals are born. The loss of hair is an effective form of streamlining that allows a whale to move through the water with reduced friction or resistance. SeaWorld Educators are located at Dolphin Cove if you would like additional information.

Share this information with your students. Pre – 1st Graders • Many marine animals are lighter colored on the underside of their bodies; this is known as counter-shading. When viewed from underneath this coloration allows an animal to blend in with the lighter surface of the water. Dark colors located on top of the animal’s body blend in with the bottom of the sea when viewed from above. • Many animals have markings along their bodies that resemble large eyes. These markings may help disguise the actual size of an animal’s body or make it appear that the animal has eyes at both ends of its body. False eye spots or patches can be seen along the sides of a killer whale’s head and near the tail of several fish species at Shark Encounter.

2nd – 3rd Graders • Whales move with an up and down motion of the tail. Fish move their tails from side to side. • Pectoral fins and flippers are used to control the direction that a fish or whale travels in, such as: up, down, left or right.

4th – 5th Graders • Whales have well-developed senses of hearing, sight and touch. However, they do not have a sense of smell and possess a very limited sense of taste. • Fish use unique senses including the lateral line, a fluid-filled canal located on the sides of the body, which helps them detect vibrations and pressure changes in the water.

12 : Dorsal Fin Whale • Warm-blooded (Endothermic) Blowhole • Breathes air • Gives live birth • Produces milk • Has hair at some time during its life • Tail moves up and down while swimming

Tail Flukes Flippers

Dorsal Fin

Caudal Fin : Fish Gill Slits • Cold blooded (Ectothermic) • Gills absorb oxygen from water • Some species give live birth, some lay eggs • Skin covered with a protective layer of scales • Tail moves side to side while swimming

Pectoral Fins

Place a check mark in the box that applies to each statement Whale Fish Both Lives in the water Breathes air Body covered with scales Swims by moving its tail up and down Has a dorsal ﬁn Warm-blooded (Endothermic) Lays eggs Nurses its young Has gills Cold-blooded (Ectothermic) Swims by moving its tail side to side Gives live birth

Has hair at some time during its lifespan

X ome time during its lifespan its during time ome s at hair Has

X th bir live Gives

ims by moving its tail side to side to side tail its moving by ims Sw X

X ) (Ectothermic d oode ld-bl Co

X s gill Has

s its young its s se Nur X

X s gg e ys La

X ) (Endothermic d oode rm-bl Wa

X l fin l sa dor a Has

n dow and up tail its moving by ims Sw X

s cale s h wit ed cover y Bod X

Breathes air Breathes X

Lives in the water the in Lives X

applies to each statement each to applies h Bot Fish ale Wh

t tha x bo the in mark check a ace Pl 13 Wild Arctic® Objectives: Students will learn about the adaptations of Arctic animals.

Teacher and Chaperone Corner: Entry to Wild Arctic may be gained in one of two ways. Students over 42 inches (106.68 cm) in height may ride White Thunder, a state of the art flight simulator, for an exciting journey to Base Station Wild Arctic. Students that are uncomfortable or unable to experience the ride may enter the attraction via the footpath. Inside the exhibit you will encounter a variety of animals, including polar bears, beluga whales and walruses. In addition to the animal exhibits look for interactive elements designed to enhance your visit. Computer terminals featuring animal information, activities and games are located in the Communication Center on the lower level of the research station. SeaWorld Educators are available in the upper and lower levels of the Research Station and are happy to answer questions about life in the Arctic.

Share this information with your students. Pre – 1st Graders • Beluga whales’ and polar bears’ light coloration helps them blend in with the snow and ice of the Arctic environment. • Walruses have pinkish-brown skin that helps them blend in with the rocky beach.

2nd – 3rd Graders • Beluga whales move with an up and down motion of the tail flukes and are the only species of whale that can swim backwards. • The large paws of a polar bear function like “snow-shoes” distributing the bear’s weight evenly across the snow. • Walruses swim with a side-to-side motion of the hind flippers, while the front flippers are used for steering. On land the walrus slides across the ice or walks using its front and hind flippers.

4th – 5th Graders • Belugas and other toothed whales possess a biological form of sonar known as echolocation. Sound is produced inside the blowhole and focused through the forehead (also called a melon). The sound travels through the water and strikes an object, at which point some of the sound waves are deflected back to the whale and analyzed. By listening to the returning sounds, the whale may be able to determine where objects such as fish are located in the environment. • Polar bears have an excellent sense of smell and can detect scents from great distances, sometimes as far as twenty miles away. • Walruses have a thick group of whiskers, or vibrissae, which are used for touching and feeling objects. These vibrissae are especially useful for finding shellfish along the sandy, ocean bottom.

14 Arctic Artist Scientist often sketch or photograph the animals they are studying. A grid is a tool that helps scientists break down an image into a series of lines that are easily reproduced. Use the grid below to reproduce the picture of the polar bears.

15 Food for Thought Objective: Students will discover the important role that predators play in the environment.

Teacher and Chaperone Corner: At Shark Encounter, students will encounter some of the most mysterious and misunderstood animals of the sea. Eels, barracuda and sharks all have frightening reputations. However, every animal plays an important role in the ecosystem. The Shark Shallows, located near the front of the building, is an excellent place to observe sharks and other species. This area also provides a convenient meeting spot for your group for further discussion or instruction.

Share this information with your students. Pre – 1st Graders • Animals who eat other animals are called predators. • Animals that are eaten by predators are called prey. • Most predators feed on weak or injured animals that are easily caught and less likely to offer resistance.

2nd – 3rd Graders • Predators and prey both play an important role in the food chain. By eliminating ill animals, predators help control disease, prevent overpopulation and maintain the health and balance of the natural environment. • Predators are not “bad animals,” instead they help to keep many other species from becoming overpopulated.

4th – 5th Graders • Human activities such as pollution, overhunting and fishing can negatively affect predators and other animals. • Sharks rarely attack humans, yet people destroy up to 100 million sharks each year. • Sharks are hunted as trophy animals and are used as food. Sharks are also a source for medications, vitamins and other nutritional supplements.

16 Count and Identify the Sharks Scientists study animal populations to find out how many animals are present in an environment. As you move through the Shark Tunnel, choose one species of shark and count how many of that species you see. Divide into teams of three, with each member counting a different species of shark.

How many of each species did you find?

Nurse Shark Nurse sharks have a flat body with two whisker-like barbels located to the sides of the mouth. They are often found resting along the bottom of the ocean. Number observed in the exhibit______

Brown/Sandbar Shark Brown/sharks possess a streamlined body with a pointed snout. They have a tall first dorsal fin with smaller second fin.

Number observed in the exhibit______

Sand Tiger Shark Sand tiger sharks have thick bodies with two dorsal fins of approximately the same size and 2 to 5 rows of teeth can be seen protruding from the mouth.

Number observed in the exhibit______17 Mermaids, Myths and Manatees Objective: Students will learn that ancient myths and legends still influence modern times.

Teacher and Chaperone Corner: The ocean is home to many mysterious creatures. Early sailors and explorers created stories to help explain the animals and situations that they encountered. Many of these myths and legends continue to influence modern life, including the attractions at SeaWorld. As you explore the Waterfront, you will find many design elements culled from maritime cultures. Journey to Atlantis and Kraken feature Greek legends. Modern day mermaids can be seen at Manatee Rescue.

Share this information with your students. Pre – 1st Graders • Myths are stories that explain things or events. • Myths and stories often show how people view the world.

2nd – 3rd Graders • Myths may have their basis in fact. • Animals such as manatees and dugongs inspired stories of mermaids.

4th – 5th Graders • Mythological heroes and creatures are often featured in popular entertainment, including theme park rides, novels, comic books, television and film productions. • Manatees and dugongs belong to the scientific order of Sirenia. This scientific name takes its origin from Greek mythology. “Sirens” were beautiful mermaid-like creatures whose song would lure ship captains into dangerous rocky shores.

18 Myth Makers Manatee Myths: Sailors off the Mediterranean coast told stories of strange animals that had a tail like a fish but had to breathe air like a human being. As time passed, the story changed and the creature soon was depicted as having a tail like a fish and the body and face of a human being. Soon, the stories began to describe these mythical beings as having the features of a beautiful woman with the tail of a fish. While the end story describes a creature that we might identify as a mermaid, the original animal being described was the dugong, a close relative of the manatee.

1. Have a student make a simple, truthful statement such as “My father and I went to the zoo.” 2. Change one or two words of the statement so that it is no longer true. “Jimmy and his father live at the zoo.” Or “Jimmy and his father went to the moon.” 3. Allow the other students to add details to this new statement, thus demonstrating how easily a story or myth may be created from a true statement.

Killer Whale Tales: In one of the oldest legends, a young hunter named Nat-se-la-ne is stranded on an island by his jealous brothers-in-law. After several adventures, Nat-se-la-ne escapes from the island and returns to his village. There, he carves two killer whales from cedar wood. As Nat-se-la-ne placed them in the water, the whales came to life and destroyed the boats of his brothers-in-law. Afterwards, Nat-se-la-ne instructed the whales to never harm man, but to live in peace and protect humans at sea.

1. Have the students create their own myth or story concerning an animal or attraction at SeaWorld, such as a legend dealing with the lost city of Atlantis or an encounter with a mysterious sea creature. 2. Discuss how mythological heroes (Hercules, Mercury) and creatures (sea serpents, dragons) may influence modern stories including books, films and television programs.

19 Pacific Point Preserve Objective: Students will be introduced to the methods scientists use to classify animals.

Teacher and Chaperone Corner: Naturalist Karl von Linne’ created the scientific system of classifying plants and animals known as taxonomy. Your students may already be comfortable with scientific names, just ask them to name their favorite species of dinosaur and you will hear a variety of scientific terms. Most scientific names (genus and species) simply describe the animal that they name. Listed below are a series of scientific names and their translations.

• Tyrannosaurus rex – Tyrant Lizard King • Triceratops – Three Horned Face • Stegosaurus – Roofed Reptile • Ursus maritimus – Bear of the Sea (Polar Bear) • Delphinapterus leucas – White Dolphin without a Fin (Beluga Whale) • Zalophus californianus – Crested Animal from California (California Sea Lion) • Pseudorca crassidens – False killer Whale with Thick Teeth (False Killer Whale) • Homo sapiens – Wise Man (Human)

A SeaWorld Educator is located at Pacific Point Preserve to assist you and answer animal related questions. You may also take the opportunity to purchase food for the animals at the attraction. The covered area along the upper promenade provides an excellent area for instruction.

Share this information with your students. Pre – 1st Graders • Seals, sea lions and walruses are all related. • Although animals may be similar there are differences that separate them into special groups.

2nd – 3rd Graders • Animals that have similar characteristics are placed into special groups called “orders.”

• Seals, sea lions and walruses all belong to the scientific order of Pinnipedia.

4th – 5th Graders • Pinniped comes from the Latin language (pin = feather; ped = foot). • Pinniped actually means feather-footed, a reference to the animal’s flippers.

20 Which One is Which?

Harbor Seal Ears Phoca vitulina Vibrissae Nails • Short front and hind flippers Flippers • No outer ear flaps • Short rounded body shape • Spotted coloration of the fur

Vibrissae Nails

Ears California Sea Lion Zalophus californianus • Large front and hind flippers • Outer ear flaps Nails • Long streamlined body shape • Solid coloration of the fur

Flippers

Terrific Taxonomy Scientists divide animals into different groups based on the characteristics or features they have in common. Animals like seals, sea lions and walruses all belong to one order, based on the characteristics they share. However, they also belong to separate families based on adaptations unique to each group such as flipper size and shape, external ear flaps and tusks. For this activity, divide the students into different groups based on what they have in common. 1. All students who go to: state the name of your school. 2. All students who belong to: state the teacher’s name class. 3. All students who are wearing sneakers. 4. All students who are carrying a backpack. 5. All students who are wearing a hat. 6. All students who are wearing a red shirt. Feel free to experiment and have the students come up with their own characteristics. Also, have the students list all of the characteristics they have in common with each other.

21 Training Tips Objective: Students will learn the basics of animal training.

Teacher and Chaperone Corner: Animal training techniques can be seen at Seaport Theater, Shamu Stadium, Whale and Dolphin Theatre and Sea Lion and Otter Stadium. Training is an important aspect of providing a healthy environment for the animals at SeaWorld. Like your students, the animal’s day is divided into different periods including learning, exercise and relationship sessions. These sessions help keep the animals stimulated and involved with their environment.

A SeaWorld Educator is located at Pacific Point Preserve to assist with any questions and provide additional information. Animal trainers are often available after show presentations and are happy to answer questions, pose for photographs or sign autographs.

Share this information with your students. Pre – 1st Graders • Positive behavior is reinforced or rewarded. • Reinforcements may include food, applause, rubdowns, favorite toys or other stimuli. • Inappropriate or incorrect behaviors are neither reinforced nor punished. By not reinforcing unwanted behaviors, those behaviors decrease.

2nd – 3rd Graders • Animal training requires patience and hard work. • Animals can be trained to perform a complicated task.

4th – 5th Graders • Animal trainers need a variety of skills. Knowledge of animal behavior and science, good physical conditioning and theater or public speaking experience is helpful. • Animals are trained to perform show behaviors and to cooperate with animal care and veterinary staff.

22 At the Show 1. Have the students name some of their favorite rewards. (Candy, money, spending time with friends, etc.) 2. During the show, have the students keep track of the different reinforcements or rewards used by the training staff including food, rubdowns and toys. 3. Have the students watch for some of these other training techniques used in the show: Hand signals are used to communicate which behavior an animal is being asked to perform. Note that some hand signals may be subtle so watch carefully. Bridge signals let an animal know it has successfully completed a behavior and will be reinforced. Bridge signals may include whistles (Whale and Dolphin Theater, Shamu Stadium) hand-clickers (Seaport Theater) or verbal bridges (the word “Okay” at Sea Lion and Otter Stadium).

Train a Student Another training method used at SeaWorld is approximation training. During approximation training, each step of a behavior is reinforced as those steps or approximations come closer to the completed or desired behavior. • Choose a student to be trained. • Send that student to a point where they cannot hear the group discussion. • Have the rest of the group decide on a behavior they would like the student to perform such as touching their toes or putting their hands on top of their head. • After the student returns to the group, they must try to figure out what the desired behavior is. • Reinforce the student as they get closer to the desired behavior. For example, if the desired behavior is placing their hands on top of their head, the group should applaud every time the student moves their hands. • As the student moves their hands closer to their head, the amount of applause should increase. • The closer the action is to the desired behavior, the louder the applause should be. • Continue until the student has performed the correct behavior.

23 FCAT Practice – Excercise 1 The Balance of Nature When people talk about the balance of nature, they’re talking about the way plants, animals, and people interact with each other and their environment. This balance can be upset when plants or animals become extinct. Consider the following example: Many people are afraid of sharks, but sharks are an important predator in the sea. Without sharks, the seals and fishes they eat would become overpopulated. When a species of animal becomes overpopulated, the demand for food is greater than the supply. In such instances, many, if not all, of these animals would die. Sharks keep seal and fish populations in check. At the same time, it’s the number of seals and fishes that exist that keep the shark populations from becoming too big. The number of sharks that inhabit the ocean cannot increase beyond the point that their food supply can support. This relationship between predators and prey keeps nature in balance. When a species becomes extinct, it upsets this balance and can sometimes create a “domino effect.” If a small fish became extinct, it would no longer be available as a source of food for big fish. The big fish would then have less food and become fewer in number. Larger fish species, such as sharks that feed on big fish, would also suffer as their food supply dwindles, and so on. Sometimes animals are indirectly linked to one another. The extinction of an insect may not seem to have much to do with the survival of gorillas. Yet, many insects eat decaying plant material. By helping to decompose this material, these insects are recycling nutrients through the rain forests to feed plants, which in turn feed the gorillas. It is because of this complex relationship that it is important to maintain a variety of living organisms on our planet. This is often referred to as biodiversity. By educating ourselves and others about the balance of nature, we can play an important role in helping to ensure our planet will thrive with a variety of life for years to come.

QUESTIONS 1. What main idea is the author trying to convey? a) gorillas rely on insects for their survival b) sharks play an important role in nature c) all living things play an important role in nature d) animals that are overpopulated will die 2. Which of the following best refers to the way all plants, animals, and people interact with each other and their environment? a) the balance of nature b) the domino effect c) the predator and prey relationship d) overpopulation and extinction

24 3. What does the author mean by “domino effect?” Use details and information from the passage on the previous page to support your answer. ______

4. Why are insects important to gorillas? a) they are a source of food for the gorillas b) they are eaten by the plants which gorillas feed upon c) they recycle nutrients that are harmful to gorillas d) they recycle nutrients that feed the plants that gorillas feed upon

5. Which best describes one important role that sharks play in nature? a) they are predators that help keep the populations of sea lions and fish in check b) they eat fish that can harm people c) they are a source of food for other fish d) they maintain the balance between all predators and prey

6. What problem would seals and fishes face if there were no sharks in the ocean? Use details and information from the passage to support your answer. ______

7. Read this sentence from the passage to help answer the question. If a small fish became extinct, it would no longer be available as a source of food for big fish. What does extinct mean? a) few are left b) no longer exists c) are present in large numbers d) population is declining

8. Which of the following animals live in a rain forest? a) gorillas and seals b) sharks and insects c) insects and gorillas d) seals and sharks

25 FCAT Practice - Exercise 2 Bringing Up a Bottlenose Baby Swimming through the ocean of the Atlantic, a female bottlenose dolphin prepares to give birth. After carrying her calf for twelve months, it is now time for the new addition to the group to arrive. Though calves are usually born tail first, head-first deliveries have been known to occur. At birth, a bottlenose dolphin calf will measure approximately 42 to 52 inches (1-1.3 m) in length and weigh about 44 pounds (19.8 kg). The calf will also be darker in color than its mother. Over time its coloration will change to more closely resemble that of its mother. As soon as the baby dolphin is born, it must swim to the surface of the water for its first breath of air. Sometimes the mother dolphin may need to nudge the calf to the surface by swimming beneath it. During the first few months of life, a mother dolphin will stay very close to her calf and attentively direct its movements. Often the mother will be assisted by another dolphin referred to as an “auntie.” The “auntie” is either a male or female dolphin that belongs to the same group as the mother. It is usually the only other dolphin that the mother will allow near the young calf. The first few months of life are particularly dangerous for a young dolphin. If it strays too far from its mother or auntie, it risks falling prey to a hungry shark. Whenever sharks are near, the entire group of dolphins will work together to defend themselves and particularly their young. Working together, a group of dolphins may even attack a shark. Strong adult dolphins have been known to kill sharks. During its first year of life, a young dolphin will learn from its mother how to hunt for food and avoid danger. Even after the young dolphin can fend for itself, it typically will stay with its mother for at least three years. A growing dolphin will learn about the social structure of a group and how to care for its young when the time comes. Sometime between 5 and 12 years of age, a dolphin will reach maturity and stray from the group more frequently than when it was a young calf. It may investigate curious objects or unfamiliar territories. It may even search for a mate. As an adult, the dolphin will likely live to be about 20 years in age. However, on some rare occasions, dolphins have been known to live for as long as 48 years.

1. Which of the following statements about bottlenose dolphins is not true? a) they weigh about 44 pounds (19.8 kg) when born b) they measure between approximately 42 to 52 inches (1-1.3 m) at birth c) they will usually live to be at least 48 years old d) they will usually live to be about 20 years old 2. Read this sentence from the passage to help answer the question. Whenever sharks are near, the entire group of dolphins will work together to defend themselves and particularly their young. What is not true about the “auntie” dolphin? a) it can be a male or female b) The mother dolphin usually only allows the “auntie” dolphin around her calf c) it assists the mother dolphin d) The “auntie” dolphin takes care of the calf even more than the mother does

26 3. What challenges does a young dolphin face after it is born? Use details and information from the passage to explain your answer. ______

4. What is the first thing a baby dolphin must do when it is born? a) learn how to hunt for food b) learn about the social structure of the group c) defend itself from sharks d) swim to the surface of the water to take a breath of air 5. Which of the following is a dolphin likely to do between 5 and 12 years of age? a) find a mate b) learn how to hunt for food c) learn about the social structure of a group d) learn how to avoid danger 6. What does a dolphin calf learn from its mother? Use details and information from the passage to explain your answer. ______

7. How is a calf different from its mother when it is born? a) it does not need to breath air b) it cannot swim c) it will not be protected by the other dolphins in the group d) it is a different color 8. Which of the following best describes what this passage is about? a) how a mother dolphin gives birth to a calf b) how a dolphin learns and grows c) how a group of dolphins work together d) the dangers that dolphins face 27 Glossary baleen-fringed plates that grow from the upper jaw of some whales and filter food from the water. barb-a sharp, venomous spine that animals such as stingrays use in defense. behavior-anything an animal does involving action and/or response to a stimulus. biodiversity-the variety of living organisms that share our planet. calf-the name given to the young of many animals including whales, dolphins and manatees. carapace-the top side of a turtle’s shell which provides protection for the animal. conditioned response-a specific action or behavior that is performed in response to a stimulus. conical-cone shaped; resembling a cone. dorsal fin-a triangular shaped protrusion positioned on the backs of many animals that live in water. They consist of dense, fibrous connective tissue with no bone. echolocation-the ability to locate objects by emitting sound waves and interpreting the resulting echo. endangered-decreasing in numbers at an alarming rate; in danger of becoming extinct. extinct-no longer existing. feathers-light, thin growths that cover a bird’s body. Feathers insulate a bird’s body and help most birds fly. flippers-broad, flat limbs supported by bones and modified for swimming. herbivore-an animal that primarily eats plants and vegetation. innate behavior-actions or behaviors that animals are born knowing how to perform. learned behavior-actions or behaviors that are learned through experience. marine mammals-various species of mammals that feed on food sources primarily found in rivers, lakes, or oceans; includes: whales, manatees, polar bears, sea otters, sea lions and seals. pinniped-“feather-footed” mammals including sea lions, seals and walruses. predator-an animal that actively hunts and eats other animals. prey-an animal upon which a predator feeds. pup-the name given to the young of many animals including sharks, stingrays, sea lions and seals. shell-durable, hard outer covering which provides protection for some animals. species-a group of genetically similar living organisms able to breed and reproduce with each other. stimulus-an action or change in the environment that brings about a response. vibrissae-stiff, sensitive whiskers that can be found on the face or head of many animals, such as manatees, sea lions, and seals.

Answer Key Teacher’s Note: Some of the activities throughout this booklet require students to interpret information and answer using graphic illustrations or depictions. These activities have not been included within the Answer Key. Also, answers to questions where correct responses may vary have been omitted. All Kinds of Animals (pg. 5) 1. killer whale; beluga whale 2. penguin; macaw 3. polar bear; alligator 4. fish; manatee; sea star 5. puffin; pelican 6. sea lion; beluga whale; dolphin 7. shark; barracuda Predators of the Deep (pg. 8 ) 1. week 4 2. week 3 3. week 1 4. week 1 5. 24 6. 7 7. fish 8. 16; 15; 14; 14 Training and Behavior Basics (pg. 11) Part I 1. walking; shaking hands with someone; talking; swimming; drinking milk from a glass 2. swimming: shark, dolphin, killer whale (or various other ocean dwelling animals that can swim) Part II 1. pick up the phone 2. students raise their hands 3. “you’re welcome” 4. you say “bless you” 5. you turn around FCAT Practice Exercise 1 - The Balance of Nature (pgs. 24-25) 1. c 2. a 3. Answers will vary but should make reference to how the change in population of one species of plant or animal can impact another species of plant or animal. 4. d 5. a 6. Answer should explain that seal and fish populations would increase beyond the point that their food supply could support. 7. b 8. c FCAT Practice Exercise 2 - Bringing Up a Bottlenose Baby (pgs. 26-27) 1. c 2. d 3. Answer should explain that an “auntie” is a dolphin that assists another dolphin in caring for her calf. 4. d 5. a 6. Answers will vary but should make reference to learning how to find food, learning how to avoid danger, defending itself and social interaction. 7. d 8. b

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