Sun, Sand and Sea Turtles.Pub

ABSTRACT

During a 3-month internship on the Caribbean island of Nevis this past summer (2006), I developed a summer camp for local children, “Sun, Sand and Sea Turtles” sponsored and supervised by the Department of Fisheries, a local non-profit organization (Nevis Turtle Group, NTG), and the Wider Car- ibbean Sea Turtle Conservation Network (WIDECAST). The camp was initiated as a collaboration between the Four Seasons Resort in Nevis and NTG. The success of the summer camp program became the inspiration for my master’s project. The specific objective of my master’s project was to produce a detailed (and ultimately multilingual, English, Spanish, French) curriculum guide for the “Sun, Sand and Sea Turtles” program, including all necessary resources to successfully implement a week-long summer camp focused on the basic biology, contemporary threats (both man-made and natural), and conservation issues that relate to sea turtles in the Caribbean Sea. “Sun, Sand and Sea Turtles” has been designed as a 15-hour camp organized over five consecutive days and the intended age range is 9-15 years. At the end of the five days, the students receive Course Completion Certificates stating that they have successfully completed the camp and are now Junior Members of a local natural resource agency or conservation group, with whom a partnership had been established by the Instructor beforehand. Upon completion, the Guide will be repatriated to Nevis, where it was conceived, and also distributed throughout the Caribbean region through the efforts of WIDECAST. As a result of educating Nevisian youth, the NTG saw an elevated island-wide interest in sea turtle conservation, including increased participation of local adults in nighttime beach monitoring. With this in mind, I anticipate that “Sun, Sand and Sea Tur- tles” will enhance sea turtle conservation programs in Nevis, as well as inspire similar efforts throughout the Caribbean region and beyond. ______INTRODUCTION

Historically, the Caribbean Sea was home to an inestimatable number of sea turtles. Contemporary sea turtle populations are severely depleted from what they were even a century ago. In addition to direct harvest for their meat, eggs, shell, skin and oil, sea turtles are often accidentally caught in active or abandoned fishing gear. Other human induced threats, such as pollution and marine debris, coastal development and ocean-based tourism, have damaged or eliminated many Caribbean nesting beaches and feeding grounds (Eckert and Honebrink 1992, Gulko and Eckert, 2004 ).

While cooperative and collaborative action between Caribbean islands is crucial to the survival of migratory marine species, including sea turtles, conservation is most often undertaken at a local level. In order for communities to take action and to ensure that these actions are rooted in the principles of sustainable use (whether that use is consumptive or non-consumptive), natural resource managers and residents alike must become more literate in the complexities of sea turtle biology and management issues. Because sea turtle conservation is a long-term challenge, it is important to educate those who will be accountable for the resolution of this problem in the future: our youth.

OBJECTIVE

At the request of the Nevis Department of Fisheries, I was invited to the island to assist with the establishment of a Sea Turtle Conservation Program during the summer of 2006. The goal of the Sea Turtle Conservation Program was to involve local communities in conservation efforts aimed at ensuring that sea turtles will survive to meet the needs of present and future generations. A major objective of the Conserva- tion Program was to develop a public education program on Nevis, a small island in the Eastern Caribbean, which can be adapted for use in neighboring islands. As a certified environmental educator, this mission genuinely appealed to me.

During a 3-month internship on the island this past summer (2006), I developed a summer camp for local children, “Sun, Sand and Sea Turtles” sponsored and supervised by the Department of Fisheries, a local non-profit organization (Nevis Tur- tle Group, NTG), and the Wider Caribbean Sea Turtle Conservation Network (WIDECAST). The camp was initiated as a collaboration between the Four Seasons Re- sort in Nevis and NTG. The success of the summer camp program became the inspiration for my master’s project.

What became clear during my internship was that opportunities to reach active youth with a positive and informed conservation message relevant to their lives were widely available during summer camps and other youth programs, both rural and urban, but a lack of curriculum materials suited to these settings meant that these opportunities were routinely lost.

My goal was to fill this need with a researched and academically rigorous syllabus incorporating crafts and other hands-on activities through nonformal environmental education. Nonformal environmental education is defined as education about the environment that takes place at nonformal settings such as parks, zoos, nature centers, community centers, youth camps, etc., rather than in a classroom or school. Simply stated, it is any organized educational activity about the environment that takes place outside the formal education system (NAAEE, 2006).

The specific objective of my master’s project was to produce a detailed (and ultimately multilingual) curriculum guide for the “Sun, Sand and Sea Turtles” program, including all necessary resources to successfully implement a week-long summer camp focused on the basic biology, contemporary threats (both man-made and natural), and conservation issues that relate to sea turtles in the Caribbean Sea. The intended age range is 9-15 years.

In partnership with WIDECAST, the guide will be translated and made available in both print and electronic formats to any interested party, allowing “Sun, Sand and Sea Turtles” to be replicated throughout the Caribbean region and beyond.

METHODS

“Sun, Sand and Sea Turtles” has been designed as a 15-hour camp organized over five consecutive days. Each day focuses on a particular topic of sea turtle biology and/or conservation, as follows:

Day 1: Introduction to Sea Turtles

Day 2: Turtle Tracks and Nesting Behavior

Day 3: Natural Threats to Sea Turtle Survival

Day 4: Human Associated Threats to Sea Turtle Survival

Day 5: How People can Help Sea Turtles

Each day begins with a craft or game that introduces the topic. Lesson plans for each activity are included in the Guide. The lesson plans have been designed to provide instructions on how to implement the game(s) or craft(s) that relate specifically to the topic of the day.

The first page of each lesson plan provides the following information: preparation and activity times, materials needed, setting, subject areas that the lesson plan cor- relates to, skills and vocabulary, as well as a summary of the activity, the objectives and the procedure for implementing the activity. Detailed step-by-step instructions are provided with each activity. Optional extension activities are also included. All necessary cards, game pieces, fact sheets, etc. are included in the Guide.

A 30-45 minute PowerPoint presentation provides comprehensive and photo- illustrated background information for each topic, and imparts knowledge necessary for the successful completion of the day’s activities. All PowerPoint presentations are provided on a CD included with the Guide, along with a complete narration for each presentation.

Additional activities, including a number of outdoor and indoor options, follow the PowerPoint presentation to reinforce the day’s lesson through hands-on participation. Each day concludes with a review of the material and a written evaluation of the day by each student. At the end of the five days, the students receive Course Comple- tion Certificates stating that they have successfully completed the camp and are now Junior Members of a local natural resource agency or conservation group, with whom a partnership had been established by the Instructor beforehand.

RESULTS

A total of 80 Nevisian children successfully completed the “Sun, Sand and Sea Turtle” program in the summer of 2006. Each participant was pronounced a Junior Member of the Nevis Turtle Group (NTG) . As a result of educating Nevisian youth, the NTG saw an elevated island-wide interest in sea turtle conservation, including increased participation of local adults in nighttime beach monitoring.

It is clear that programs like “Sun, Sand and Sea Turtles”, implemented in ways that challenge youth to creatively consider their role in local ecological and policy issues, have the potential to increase public awareness of conservation issues – among both youth and their families – which is the first step toward successfully and sustainably managing natural resources, including endangered sea turtles. Another significant accomplishment of this project was that it was a unique collaborative effort between business (Four Seasons Resort), Government, national (NTG) and international (WIDECAST) NGOs, and local communities and provided a model for similar collabo- rations in the future.

A detailed and multilingual (English, Spanish, French) curriculum guide will be the final result of my master’s project. The guide will be repatriated to Nevis, where it was conceived, and also distributed throughout the Caribbean region through the efforts of WIDECAST. The Guide will be available in hard copy, as well as in electronic format at www.widecast.org/educators , along with a number of other resources for Caribbean teachers and non-traditional educators (e.g. hotel- and park-based summer camp counselors). With this in mind, I anticipate that “Sun, Sand and Sea Turtles” will enhance sea turtle conservation programs in Nevis, as well as inspire similar efforts throughout the Caribbean region and beyond.

RESOURCES AND REFERENCES

American Forest Foundation. 2003. Project Learning Tree: Environmental Education PreK-8 Activity Guide. Bozeman, Montana.

Anon. 2004. Project Wet Curriculum and Activity Guide. The Watercourse, Montana State University.

Bland, S. 2001. Sea Turtle Trek. Hammocks Beach State Park. Swansboro, North Carolina.

Council for Environmental Education (ed.). 1992. Aquatic Project Wild K-12 Activity Guide. Project Wild, USA.

Crutchfiled, Fran. 1993. Tracks in the Sand. Jockey’s Ridge State Park. Nags Head, North Carolina.

Eckert, KL (ed.) et al. 1999. Research and Management Techniques for the conservation of Sea turtles, IUCN.SSC. Marine Turtle Specialist Group Publication no. 4.

Eckert, KL and TD Honebrink. 1992. WIDECAST Sea Turtle Recovery Action Plan for St. Kitts and Nevis. CEP Tech. Report No. 17. UNEP Caribbean Environment Pro gramme, Kingston, Jamaica. Xiii + 116 pp.

Florida Fish and Wildlife Conservation Commission. 2002. Sea Turtle Conservation Guide lines . http://myfwc.com/seaturtle/Guidelines/MarineTurtleGuidleines.htm

Gulko, DA and Eckert KL. 2004. Sea Turtles: An Ecological Guide. Mutual Publishing, Hono lulu, HI. 128 pp.

Harold, Sera and Karen L. Eckert. 2005. Endangered Caribbean Sea Turtles: An Educator’s Handbook. Wider Caribbean Sea Turtle Conservation Network (WIDECAST) Technical Report 3. Beaufort , North Carolina. 176pp.

Lutz, PL and Musick, JA. 1997. The Biology of Sea Turtles. CRC Press, Boca Raton, FL.

Lutz, PL, John A. Musick, and Jeanette Wyneken. 2003. The Biology of Sea Turtles Volume II. CRC Press, Boca Raton, FL.

North American Association of Environmental Educators. 2006. Nonformal Enviromental Education Programs: Guidelines for Excellence. .

North Carolina Wildlife Resources Commission and North Carolina Division of Marine Fisher ies. 2000. North Carolina Project CATCH. Division of Conservation Education. Ra leigh, North Carolina.

Population Connection Education Program. Washington, DC.

Ripple, J. 1996. Sea Turtles. Voyageur Press, Inc. Vancouver, B.C.

Spotila, JR. 2004. Sea Turtles: A Complete Guide to their Biology and Conservation. The John Hopkins University Press, Baltimore, Maryland.

Notice:

This Guide is a pre-print copy. Field tests are ongoing and final minor changes have yet to be made.

The project itself is quite complete, but if you would like to use any part of the Guide, please access a final copy from the WIDECAST website http://www.widecast.org or request a hard copy from WIDECAST:

Dr. Karen L. Eckert Director, WIDECAST 135 Duke Marine Lab Road Beaufort, NC 28516 Email: [email protected]

Alicia B. Marin Public Outreach Educator Georgia Sea Turtle Center 100 James Road Jekyll Island, GA 31527 Email: [email protected]

Marin Sun,(2007) Sun, Sand andSand Sea Turtles and WIDECASTSea Technical Turtles: Report 8

Inspiring Caribbean Youth through Nonformal Education

Alicia B. Marin

WIDECAST Technical Report No. 8 7 2007 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Front Cover: Photo by Alicia B. Marin

For bibliographic purposes, this document may be cited as:

Marin, Alicia B. 2007. Sun, Sand and Sea Turtles: Inspiring Caribbean Youth through Nonformal Education (Karen L. Eckert, Editor). Wider Caribbean Sea Turtle Conser- vation Network (WIDECAST) Technical Report 8. Beaufort, NC. 145pp.

Copies of this publication may be obtained from:

WIDECAST 135 Duke Marine Lab Road Beaufort, North Carolina 28516 Phone: (252) 727-1600 Fax: +1 252 504 7648 Email: [email protected] [email protected] Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Sun, Sand and Sea Turtles: Inspiring Caribbean Youth through Nonformal Education

Alicia B. Marin

Karen L. Eckert, Editor

A project sponsored by:

Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

PREFACE AND INTENT

During the summer of 2005, I participated in Dr. Karen and Scott Eckert’s Sea Turtle Biology and Conservation course at the Duke University Marine Laboratory. It was here that I established a relationship with Lemme Pemberton, a Fisheries Develop- ment Officer and president of the Nevis Turtle Group. As a result, and at the request of the Nevis Department of Fisheries, I was invited to assist with the establishment of a Sea Turtle Conservation Program during the summer of 2006. At the request of the Ne- vis Department of Fisheries, I was invited to the island to assist with the establishment of a Sea Turtle Conservation Program during the summer of 2006.

The Sea Turtle Conservation Program seeks to involve local communities in conservation efforts aimed at ensuring that sea turtles will survive to meet the needs of present and future generations. The Four Seasons Resort, a 5 star international hotel chain located in Nevis approached the Nevis Turtle Group in 2006 with the desire to contribute to the Conservation Program by providing some type of “sea turtle related” activity for local children. As a certified environmental educator, this idea genuinely appealed to me and I was able to collaborate with the hotel in the design of such an activity as part of my internship.

This collaboration led me to develop a sea turtle camp for local children! The camp was initiated as a partnership between the Four Seasons Resort in Nevis and the Nevis Turtle Group. The Resort generously donated refreshments, a location to host the camp, and waived all registration fees. The camp was originally intended to run for 3 weeks, and due to popular demand, I extended it for an extra session!

What became clear to me over the course of the summer was that opportunities to reach active youth with a positive and informed conservation message relevant to their lives were widely available in the form of summer camps and other youth programs, both rural and urban, but a lack of curriculum materials suited to these settings meant that these opportunities were being lost. My goal was to fill this need with a researched and academically rigorous syllabus incorporating crafts and other hands-on activities designed to meet the needs of nonformal educational settings. Simply stated, nonformal environmental education is any organized educational activity about the environment that takes place outside of a classroom or school.

The success of the summer camp program became the inspiration for my master’s project and I titled the program “Sun, Sand and Sea Turtles.” The specific object-

1 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8 tive of my master’s project was to produce a detailed curriculum guide for the program, including all necessary resources to successfully implement a week-long summer camp. “Sun, Sand and Sea Turtles” focuses on the basic biology, contemporary threats (man- made and natural), and conservation issues that relate to sea turtles in the Caribbean Sea.

Based on comments from my students who wished camp had been longer this past summer, I extended the camp to 5 days instead of 3 and expanded the original curriculum. The intended age range is 9-15 years, although the activities can be adapted to any age. “Sun, Sand and Sea Turtles” is a 15-hour camp organized over 5 consecutive days. Each day focuses on a particular topic of sea turtle biology or conservation.

While cooperative and collaborative action between Caribbean islands is crucial to the survival of migratory marine species, including sea turtles, conservation is most often undertaken at a local level. In order for communities to take action and to ensure that theses actions are rooted in the principles of sustainable use (whether that use is consumptive or non-consumptive), natural resource managers and residents alike must become more literate in the complexities of sea turtle biology and management issues. Because sea turtle conservation is a long-term challenge, it is important to educate those who will be accountable for the resolution of this problem in their future: our youth.

The day before I left Nevis, I received a hand written thank you note from one of my students and I was truly impressed with what he wrote. “Now the youth community can begin to participate in the protection of this wonderful species which strives so hard and barely escapes extinction.” From this statement, it becomes clear that programs like “Sun, Sand and Sea Turtles”, implemented in ways that challenge youth to creatively consider their role in local ecological and policy issues, have the potential to increase public awareness of conservation issues – among both youth and their families. This is the first step toward successfully and sustainably managing natural resources.

As a result of educating Nevisian youth, the Nevis Turtle Group saw an elevated island-wide interest in sea turtle conservation, including increased participation of local adults in nighttime beach monitoring. Another significant accomplishment of this project was that it was a unique collaborative effort between business, Government, NGOs and local communities, and as such it provides a model for similar collabora- tions in the future, both in Nevis and elsewhere. As a result, sea turtles and the communities that interact with them will benefit. With this in mind, I anticipate that “Sun, Sand and Sea Turtles” will enhance conservation programs in Nevis, as well as inspire similar efforts throughout the Caribbean region and beyond.

Alicia B. Marin, MEM Duke University 2007

2 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

ACKNOWLEDGEMENTS

A great many people, both nationally and internationally, made this project a success and they all deserve recognition for their contributions. First and foremost, I would like to sincerely thank the children of Nevis, without their enthusiasm this project would have never been possible. I owe my deepest gratitude to my advisors, Drs. Karen and Scott Eckert, for all their guidance and support during the pursuit of my master’s degree. I chose Duke University for the opportunity to work with Karen, and am honored to have had the pleasure of being mentored by the world’s finest sea turtle biologist. I would also like to thank Captain Arthur Anslyn and the Nevis Department of Fish- eries, for granting me an internship on Nevis, West Indies this past summer. I am forever grateful to Lemme Pemberton and the other members of the Nevis Turtle Group for their willingness to work with a novice sea turtle biologist and share with me their experience and expertise. I would also like to recognize Charles Fisher and the Four Seasons Resort Nevis for sponsoring the camp, donating the facility and refreshments and waiving all registration fees. I would like to sincerely thank Barbara James and the entire Kids for All Seasons staff for their assistance with the preparation and implementation of Sea Turtle Camp. To my fellow “turtle girl” Peri Mason, I extend my sincere gratitude for sharing with me her “field expertise” and being a true friend through a number of difficult situa- tions. I would also like to acknowledge all my Nevisian friends for their hospitality and making the Summer of 2006 unforgettable; Simone, Alice, Miles, Elvan, Jules, Harry, Ellis, Lenox, Barbara Whitman, Andre, Joan and David Robinson, Anastasia, and Desiree I would like to thank my funding sources, who made my travel and stay in Nevis possible; the Student International Discussion Group, the Environmental Internship Fund and the Wider Caribbean Sea Turtle Conservation Network. I would also like to thank the following Nicholas school faculty for their encouragement and support during the last two years; Cindy Peters, Joe Scarfo, Erika Lovelace, Glenda Lee, and Karen Kirchof. To Deb Wojick and my fellow EErs, thanks for making learning fun again, for all the great activities and memorable field trips, and helping me to realize what I want to do with my life! A special thanks to Gail Cannon, for encouraging me to look beyond the dollar sign and recognize the importance of investing in myself! To the Marine Lab community, I thank you for including us CEMs in the Marine lab family and sharing with us your knowledge and apti- tude; Larry Crowder, Andy Read, Lisa Campbell, Lauren Stulgis and Jay Cornett. To my fellow CEMs, thank you for providing comic relief during our epic late night computer lab sessions, for the much needed, random study breaks, and most importantly, the memories. A special thanks to my mentor and dear friend Ruba Marshood, for her genuine advice, friendship and love of reggae music. To my red-head twin, Nicole Saladin, your amity over the last two years means more to me than I can express. Your sincere de- votion to the environment is contagious and I am honestly humbled by your passion. YOU are what is RIGHT with the world! I owe extreme gratitude to my best friend Greg Queen for his patience and understanding, genuine friendship and constant reassurance over the last 5 years. To Mikey D, thank you for always being there for me and giving me the confi- dence to believe in myself. Last and certainly not least, I would like to thank my family. To Lisbeth and Trevor Leddin, thank you for giving me the strength to stand alone. Mom, Dad and Lelaina (and Bailey too), without your constant and unwavering support, I would have never been as successful as I have been in the completion of my master’s degree. Thank you for always believing in me and encouraging me to follow my dreams, in this case, follow the sea turtles! 3 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

TABLE OF CONTENTS

PREFACE AND INTENT 1

ACKNOWLEDGMENTS 3

TABLE OF CONTENTS 4

HOW TO USE THE GUIDE 8

SEA TURTLE CAMP SCHEDULE 9

SAMPLE ADVERTISING FLYER 12

Day 1: An Introduction to Sea Turtles 13 Students will learn the different adaptations of marine versus terrestrial turtles, and the biology of the six species 0f sea turtles in the Caribbean sea.

Sea Turtle Journals 14 Craft : Students will prepare Sea Turtle journals that may be used to take notes and draw pictures during Sea Turtle Camp.

Sea Turtle Name Tags 16 Craft : Students will make Sea Turtle Name Tags, which will later be decorated and used in the Sea Turtle Soirée game.

Introduction to Sea Turtles (Background) 30 Slide show : PowerPoint Presentation about the basic biology and adaptations of Caribbean Sea Turtles.

Let’s be Sea Turtles! 41 Game and Craft : Students will learn about adaptations that enable sea turtles to survive in the marine environment.

Construct a Sea Turtle 44 Craft : Students will assemble and decorate their own sea turtle, and be able to identify the “parts” of a sea turtle.

Day 2: Nesting Behavior and Turtle Tracks 46 Students will learn about how sea turtles nest and the details of the hatching process. Students will distinguish sea turtle species based on tracks left in the sand .

4 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Sea Turtle Soirée 47 Game : Students will review key characteristics of each of the 6 species of sea turtle that inhabit the Caribbean Sea, and learn species identification techniques.

Nesting Behavior (Background) 49 PPT : PowerPoint Presentation about sea turtle nesting.

Ready, Set, NEST! 58 Game : Students will simulate the egg laying process by participating in a relay race.

Turtle Tracks (Background) 61 Slide show : PowerPoint Presentation about the tracks that female sea turtles leave in the sand during the nesting process.

Who Made this Crawl? 67 Game : Students will learn to distinguish the species of sea turtle by the tracks she leaves in the sand.

Day 3: Natural Threats to Sea Turtle Survival 70 Students will identify the many natural predators sea turtles face during different life stages, how weather and erosion can destroy nests, and how natural diseases may affect sea turtle survival.

Fun with Food Webs 71 Game : Through role play, students will make connections and explain the cause-and-effect relationship between actions of sea turtles and their natural predators, and the delicate balance of the marine environment.

Natural Threats (Background) 76 Slide show : PowerPoint Presentation about the natural threats that a sea turtle faces during its life.

Egg-cellent Nest Protectors 84 Game : Students will learn about the egg laying process by participating in an exercise where they become a nesting female and must hide their eggs in the sand (this game involves food).

It’s Tough being a Sea Turtle! 86 Game : Students will simulate the natural mortality rate of sea turtles as they leave the nest, grow up in the ocean and return to the beach to lay eggs.

5 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Sandy Sea Turtles 97 Craft : Students will create sea turtles in the sand, recalling and demonstrating species specific characteristics learned in previous lessons.

Day 4: Human-Associated Threats to Sea Turtle Survival 98 Students will learn how humans negatively impact sea turtles on land and at sea. In addition to direct harvest, humans have damaged or eliminated many Caribbean nesting and feeding grounds.

Sea Turtle Prints 99 Craft : Students will sketch an image of a sea turtle, create a printing block, and make a color print.

Human Threats (Background) 101 Slide show : PowerPoint Presentation about the human-associated threats that sea turtles encounter during their lives.

Garbage in the Water 108 Game : Through role play, students will simulate how humans contribute to pollution of the marine environment.

Sea Turtle Survivor 110 Game: Students will learn the threats that face sea turtles as they journey in the water and on land.

T-H-R-E-A-T 122 Game: Students will play a version of BINGO that illustrates the many threats that sea turtles face.

Day 5: How People Can Help Sea Turtles 124 Students will learn how people of all ages can participate meaningfully in sea turtle conservation, ensuring the survival of a valuable natural asset for future generations.

Salty Sea Turtles 125 Craft : Students will make biodegradable sea turtle ornaments and decorate a designated area to increase sea turtle conservation awareness.

Helping Out (Background) 127 Slide show : PowerPoint Presentation about what humans can do to help sea turtles.

Let’s do Our Part 136 Craft : Students will do their part to help out the marine environment by conducting a beach cleanup and creating educational signs for their community.

6 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Sea Turtle Jeopardy 139 Game : Students will demonstrate their sea turtle knowledge by playing Sea Turtle Jeopardy.

Sea Turtle Camp Certificate Ceremony 149 Ceremony : Students receive a Camp Completion certificate and become junior members of a local sea turtle conservation organization.

RESOURCES AND REFERENCES 151

PHOTOGRAPHY CREDITS 152

7 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

HOW TO USE THE GUIDE

♦ The “Sun, Sand and Sea Turtles” program was written for children ages 9-15. However, some activities may be too difficult for younger children and perhaps too easy for older children. Each activity is easily adaptable for most age ranges.

♦ A sample camp schedule, advertising flyer and final camp certificate are included in the Guide. Feel free to use this one or adapt as needed.

♦ While the Guide was written for a 15-hour camp that occurs over 5 consecutive days, each day has been designed to stand alone. Therefore the camp can be implemented over a 5-week period, or however the Instructor sees fit.

♦ A list of materials is provided with each activity, but these may be modified depending on funding and availability.

♦ Many activities require some preparation. Please plan accordingly.

♦ New vocabulary introduced in an activity is listed in boldface type .

♦ We suggest that you get a sense of what the students are retaining and enjoying by asking for daily/ weekly critiques. Ask students to write down their favorite activities, in addition to something they did not enjoy. If not everyday, we recommend that you definitely have the students do this critique the last day of camp. This will help you plan for future camps!

♦ Camp activities can be performed either inside or outside. Weather permitting, we encourage you to execute as many of the activities outside in the field as possible.

♦ All PowerPoint presentations are provided on a CD included with the Guide, along with a complete narration for each presentation. These are designed to provide background information on all 7 species of sea turtle. Feel free to adapt the presentations and focus on the species native to your region.

♦ We encourage you to establish partnerships with local organizations, and to invite guest lecturers to present to your students and share their expertise.

♦ Although originally designed for use in the Wider Caribbean Region, this Guide can be adapted to any location whether sea turtles are native species or not.

♦ The Guide is designed primarily for non-formal settings, and for children. However, these activities can be used in a variety of different circumstances and to any age groups.

(Most importantly, we hope that you and your students enjoy “Sun, Sand and Sea Turtles”!)

8 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

SEA TURTLE CAMP SCHEDULE

Day 1 An Introduction to Sea Turtles

9:00 - 9:30 Arrival Crafts : Sea Turtle Name Tags and Sea Turtle Journals

9:30 - 9:45 Welcome (staff introductions, what to expect, rules for behavior)

9:45 - 10:15 Slide show : An Introduction to Sea Turtles

10:15 - 10:30 Snack/Break

10:30 - 11:15 Game and Craft : Let’s be Sea Turtles!

11:15 - 11:50 Craft : Construct a Sea Turtle

11:50 - 12:00 Journal writing, critiques Wrap up (review, what to expect tomorrow, etc.)

Day 2 Nesting Behavior and Turtle Tracks

9:00 - 9:15 Arrival Craft : Decorate Name Tags, Journal writing/review

9:15 - 9:45 Game : Sea Turtle Soirée

9:45 - 10:15 Slide show : Nesting Behavior

10:15 - 10:45 Game : Ready, Set, NEST!

10:45 - 11:00 Snack

11:00 - 11:30 PowerPoint Presentation : Turtle Tracks

11:30 - 11:50 Game : Who Made this Crawl?

11:50- 12:00 Journal writing, critiques Wrap up (review, what to expect tomorrow, etc.)

9 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

SEA TURTLE CAMP SCHEDULE

Day 3 Natural Threats to Sea Turtle Survival

9:00 - 9:30 Arrival Craft : Create Food Web “characters”

9:30 - 10:00 Game : Fun with Food Webs

10:00 - 10:30 Slide show : Natural Threats

10:30 - 11:00 Snack = Game : Egg-cellent Nest Protectors

11:00 - 11:30 Game : It’s Tough being a Sea Turtle!

11:30 - 11:50 Craft : Sandy Sea Turtles

11:50- 12:00 Journal writing, critiques Wrap up (review, what to expect tomorrow, etc.)

Day 4 Human-Associated Threats to Sea Turtle Survival

9:00 - 9:30 Arrival Craft : Sea Turtle Prints

9:30 - 10:00 Slide show : Human-Associated Threats

10:00 - 10:30 Game : Garbage in the Water

10:30 - 10:45 Snack

11:45 - 11:30 Game : Sea Turtle Survivor

11:30 - 11:50 Game : T-H-R-E-A-T

11:50- 12:00 Journal writing, critiques Wrap up (review, what to expect tomorrow, etc.)

10 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

SEA TURTLE CAMP SCHEDULE

Day 5 How People Can Help Sea Turtles

9:00 - 9:30 Arrival Craft : Salty Sea Turtles

9:30 - 10:00 Slide show : Helping Out

10:00 - 10:30 Craft : Let’s do Our Part

10:30 – 10:45 Snack

10:45 - 11:30 Game : Sea Turtle Jeopardy

11:30 - 11:50 Certification Ceremony

11:50- 12:00 Final Wrap Up (Thank yous, have students take home all crafts, etc.)

11 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Come join us for the 1st Annual Sea Turtle Camp! Hosted by the Four Seasons Resort and the Nevis Turtle Group

Open to children ages 9 to 15

Week 1 July 12, 13, 14 Week 2 July 17, 18, 19 Week 3 July 24, 25, 26

9am – 12pm

*For more information or to register for Sea Turtle Camp please call Barbara James at 469- 4111 ; ask for Kids for All Seasons

12 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8 Day 1 ______

An Introduction to Sea Turtles

13 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 1: Craft Sea Turtle Journals

SUMMARY ♦Preparation Time: Students will prepare Sea Turtle Journals 30 minutes that may be used to take notes and draw pictures during Sea Turtle Camp. They will ♦Activity Time: also learn how to reuse materials to make a 30 minutes new craft and the importance of taking good notes while performing scientific research. ♦Materials Needed: White or Colored cardstock (for example old cereal boxes), 8.5 X 11 paper (if available, use recycled or OBJECTIVES used on one side), old pencils/pens, Students will: rubber bands, coloring supplies (crayons, markers, colored pencils), • Create journals that they will use to record hole punch, books and/or magazines with pictures of sea turtles sea turtle facts throughout the week • Learn the importance of reusing materials that would otherwise be thrown out ♦Setting:

Classroom

♦ PROCEDURE Subject Areas: Warm up Fine Arts 1. Cut the 8.5 x 11 inch paper in half (side to Literature side), and the cardstock/old cereal boxes to match. Using a hole puncher, make 2 holes ♦Skills: at the top (the shorter end) of each piece of Comprehension Field Skills cardstock and copy paper. Each student Observation should have 2 pieces of cardstock and 15 Scientific Writing pieces of paper.

NOTE: If colored cardstock is not available, white can be used instead. In fact, white may inspire more creativity!

14 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

ACTIVITY Diagram B

1. As the students arrive, present each student with 2 pieces of cardstock and 15 pieces of recycled copy paper. Have them decorate one side of both pieces of cardstock; one will be the front of their journal, the other the back. En- courage them to incorporate sea turtles into their decorating, using the books and magazines you’ve provided as in- 5. Instruct the students to place their pen- spiration. cil/ pen through the loop of the rubber band (see Diagram C).

2. Once the students finish decorating Diagram C their Sea Turtle Journals, present each student with a pencil or pen and a rubber band. Ask the students to turn their attention to you, as you explain the directions for putting the journals together. Explain to them that you are reusing materials that would otherwise be thrown out. Why is this important?

3. Have the students organize their Jour- 6. Lastly, have the students thread the nals in the following order; front cover other end of the rubber band from the piece of cardstock on the top with their bottom of the journal up through the best design facing up, 15 sheets of pa- hole and loop it around the other end of per, back cover piece of cardstock, de- the pencil/ pen (Diagram D).

sign out. Once in order, staple the Diagram D pages together at the top between the two holes (see Diagram A).

Diagram A

Rubber band

Journal Pencil/ Pen

7. Explain to the students that they may Staple use their Sea Turtle Journal to take notes and draw pictures during the week. Encourage them to write down 4. Each students will take one end of their important facts they want to remember, rubber band and thread it up through including at least one new thing they one of the holes in the Journal (see Dia- learned each day. Students will be able gram B). to take the Journal home once they have completed camp, and will be able to refer to their notes in the future. Re- late this to how scientific researchers take notes. 15 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 1: Craft

Sea Turtle Name Tags

SUMMARY ♦Preparation Time: Students will make Sea Turtle 20 minutes Name Tags, which will later be decorated and used in the Sea ♦Activity Time: Turtle Soirée game. 10 minutes

♦Materials Needed: OBJECTIVES Provided Sea Turtle Name Tags Cardstock Students will: Hole Puncher String • Create name tags that they will later use in Markers the Sea Turtle Soirée game Crayons • Learn facts about the 6 species of sea turtles

♦ in the Caribbean Sea Setting: Classroom and/or Outdoors

♦ PROCEDURE Subject Areas: Warm up Fine Arts 1. Using Cardstock, photocopy and cut out the

♦ Sea Turtle Name Tags, making sure to Skills: equally represent each species found in your Comprehension country. Use a hole puncher to make a hole Creative Skills at the top of each Name Tag. There should be one Name Tag per student.

ACTIVITY

1. As the students arrive, present each student with one Name Tag and a piece of string. Ask each student to write their name on the front of their Name Tag prior to listening to the PowerPoint Presentation. Have students wear the Name Tags around their necks. 16 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

NOTE: Students will have the opportunity to decorate their Sea Turtle Name Tags on Day 2 and should leave their Name Tags in the classroom at the end of the day.

The Six Species of Sea Turtles in the Caribbean Sea

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Name Tags - Loggerheads

andreddish- I get my name my get I from my large, from my powerful head. powerfulhead. brown in color. browncolor. in My carapace is carapace My slightly heart shapedslightlyheart

I often have often I I havepowerful I dozens of otherdozens of organismsliving help me feed onhelpme feed on my carapace. carapace. on my jaw muscles that hard-shelled prey. hard-shelledprey.

18 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Name Tags - Loggerheads

abundant. I migrate I along my foodis my most andand conch, coastlineswhere in shrimpin trawls. often get trappedget often I love to eat crabseat to love I

Florida. most of my mostmy of speciesin nest I swim I relatively to the otherthe to spe- slowly compared compared slowly cies of seacies of turtle. In the Caribbean,the In

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Name Tags - Green

turtle. seagrass! I amonlythe I vegetarian sea sea vegetarian turtle, and I loveandturtle, I hard-shelledsea I amheaviestthe I

marineturtle I amonlythe I water to bask. waterbask. to that leaves that the I get my name my get I fat in my body. body. my in fat ish color of the ishcolorthe of fromgreen- the

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Name Tags - Green

white throat. am the tastiest amtastiest the pale belly and a belly pale sea turtle to eat. seaeat. turtle to Many think that I I Manythink that I generally aI have

my eyes. my hanginginout scalesbetween You will find me willfind You sea grassbeds. I have 2 prefrontal haveprefrontal 2 I

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Name Tags - Hawksbill

often has ahas often The rear edge Therearedge I get my name my get I from my “beak-from my of my carapace carapace my of shaped” mouth. shaped”mouth. scalloped edge.

in beachin vegetation. vegetation. I prefer I nest to from the reef. fromreef. the My sharp My beak lets me grab andme grab lets slicespongesinto

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Name Tags - Hawksbill

the coral reef. coralthe reef. You will find me willfind You hangingnearout I amspongivore.a I (I eat seaeat(I sponges)

jewelryand overlapping. decorations. carapace are carapace plates) on my plates)onmy shell to make shellmake to People use my Peoplemy use The (shell scutes

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Name Tags - Olive Ridley

in massin nesting. groups traveling traveling groups betweenbreeding Like my cousin, my my Like cousin, my species participates speciesparticipates andgrounds.feeding I can largeinI beseen

open sea.open poresthein I havesmall I scutescon- that and plastron. the continental shelf shelf continental nect the carapace nectcarapace the I am found both inamfound I both habitats and in thein and habitats

24 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Name Tags - Olive Ridley

carapace. carapace. numerous of I ammostthe I all sea turtles. seaall turtles. I amsmalla I turtle withdisk-shapeda

invertebrates. ocean debris. large logs and largeand logs I aman omnivore I mainly on fish and mainlyonfish by nature and feed nature by and floating objects, like floatingobjects, taking shelter under shelter taking You will often find mefind willoften You

25 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Name Tags - Kemp’s Ridley

Mexico. habitat. habitat. occurs near I likehang to I sandy bottomsandy 95% of nesting Rancho Nuevo, out in muddyinout or

My species My Atlantic Ocean. anarribada. participates in in participates group nesting: groupnesting: Northwestern Northwestern of Mexico of and I live in the Gulfthein live I

26 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Name Tags - Kemp’s Ridley

I love to to love I eat crabs!eat I amrarestthe I of all seaall of turtles.

width are width lengthand My carapace carapace My nearly equal. nearlyequal. olive greyolive to My carapace is carapace My grayish in color. grayishcolor. in

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Name Tags - Leatherback

shell. on my jaws. jaws. my on turtle that does not have a hard with sharp cusps cusps sharp with I love to eat jelly- lovejelly- toI eat I am the only sea fish, slicingthem fish,into

My eggs My are almost as big almostbig as as balls! tennis I amlargestthe I of all seaall of turtles.

28 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Name Tags - Leatherback

skin. carapace. carapace. streamlined I haveridges7 I on my leathery, leathery, on my from my thick, thick, from my I get my name my get I black, leathery black,leathery

Artic waters. I have the widest than 4000 feet! than4000 feet! and travelSub into I can I deeperdive range ofall sea turtles

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DAY 1: Slide Show (Background Information)

Introduction to Sea Turtles

SUMMARY ♦Preparation Time: Students will learn the different 10 minutes adaptation of marine versus terrestrial turtles, and the biology of the ♦Activity Time: six species of sea turtles in the 30-45 minutes Caribbean Sea.

♦Materials Needed: Projector OBJECTIVES Laptop Computer Provided PowerPoint Presentation Students will: Provided PowerPoint Narration Laser Pointer (if available) • Name the 6 species of sea turtles in the Car- Sea Turtle Carapace and Plastron ibbean Sea Flexible Tape Measure • Learn the adaptations that enable sea turtles to survive in the marine environment ♦Setting: • Name 3 “parts” of a sea turtle Classroom

PROCEDURE ♦Subject Areas: Warm up Anatomy Ecology 1. Set up the projector and load the “Introduction Geography to Sea Turtles” PowerPoint Presentation. Re- view the PowerPoint Narration and feel free to ♦Skills: include additional information as you present. Comprehension Listening 2. Ask the students to temporarily stop working Observation on all crafts, journal entries, etc. and direct their attention toward you. They will have more time to finish their projects later.

3. Instruct the students to sit quietly during the Presentation and encourage them to ask questions by raising their hands.

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ACTIVITY [1] [1] Title slide; Welcome! Introductory comments at the discretion of the speaker.

[2] [2] The Caribbean Sea was once home to millions and millions of sea turtles, but over time their numbers have dramatically de- creased. Today all sea turtles are classified as “endangered” – which means that without our help, they might be lost forever. “Endangered” means that there is still time to act! But before we can be effective helpers, we need to learn more about these mysterious and ancient creatures. So here we go!

[3] [3] Believe it or not, sea turtles have been swimming in the world’s oceans for more than 100 million years – that’s before the time of the dinosaurs! This is a picture of a fossil sea turtle named Archelon . Notice how big the skeleton is compared to the man! Do you think that modern sea turtles get this big? Keep listening and you’ll find out.

[4] [4] Let’s start by talking about “adaptations”. Can anyone tell me what that means? Ad- aptations are any alteration in the structure or function of an organism (or any of its parts) that help the animal to survive and multiply in its environment. Looking at these pictures [* narration note: flip back and forth between Slides 4 and 5], can you tell me differences between the sea turtle and the terrestrial (land) turtle? What about the shape of the shell? Right! Sea turtles have a flatter shell, why do you think this is? It is streamlined so it can move more easily through the water – scientists call this shape “hydrodynamic”. Think about if you were to move your hand through the water palm 31 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[4] continued down, and then with your palm to the side. It moves faster with your palm down, right? Your palm-down position is more “hydrodynamic”.

[5] [5] The land turtle has a domed shell. Can anyone tell me what happens when a land turtle gets scared? That’s right, it pulls its head and legs into the shell. [* narration note: once at slide 5, the terrestrial turtle, press the next key to show a picture of a land turtle hiding in its shell.] Sea turtles are not able to hide in their shells; there is no room for them to do this! So how do they get away from danger or a predator (another animal that is hunting them, to eat them)? Right, they swim away. This is another adaptation for living in the sea. [* narration note: advance the slide and a picture showing the land turtle’s legs will appear.]

Look at the short stumpy legs of the land turtle. What do you think would happen if this turtle was placed in the water? It would have a very hard time swimming, wouldn’t it? Now look at the sea turtle, they have long, paddle-like front flippers to help pull them through the water. Their back flippers help them steer (like a rudder on a boat) and also help the females dig their nests.

Now although we talked about the difference between land and sea turtles, they do have something in common. Does anybody know what scientific (taxonomic) “family” all turtles belong to? Are they mammals? birds? [* narration note: press the next key.] No, they are reptiles. Can anyone name a reptile characteristic? They are cold blooded (scientists prefer the term ectothermic), meaning they maintain their body temperature through behavior – like basking in the sun – as opposed to generating heat internally (like you and I do). Reptiles also have scales on their skin and were the first animals to lay shelled eggs that could survive out of water. We will continue to talk about “adaptations” as we move on.

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[6] [6] This is a picture that shows the skeletal structure of sea turtles. Can you show me where your shoulders are? Your hip bones? Your ribs? Great! A really neat thing about sea turtles is that both their shoulders and hips are located inside their rib cage! You can see this in the picture. The turtle’s top shell is called the carapace. Remember that we just learned that reptiles have scales, and in the case of turtles these scales are sometimes modified into “scutes” which cover and waterproof the shell. The number and arrangement of scutes is one way to tell different types of sea turtles apart. The bottom (belly) shell is called the plastron.

[7] [7] Do reptiles breathe water or air? Air! So how do sea turtles live underwater? That’s right, they must come to the surface to breathe. However, they can hold their breath for a long time, depending on their level of activity. Think about when you are running around, do you breathe faster? It’s the same with sea turtles. If they are really active, like swimming or eating, they will surface more than if they are just sleeping. How long do you think you can hold your breathe? The Green sea turtle can hold its breath for 5 hours!

[8] [8] We talked earlier how reptiles are cold- blooded, and that the real term for that is “ectothermic”, meaning that behavior helps maintain body temperature. Sea turtles use the heat of the sun to warm them. This also aids in regulation of body functions. Most sea turtles just hang out at the surface if they want to bask, soak up the sun’s rays. However, the Pacific green turtle sometimes hauls up on land to bask, especially in Ha- waii. Scientists don’t know why, perhaps because there have never been big fierce predators in Hawaii, which is a group of islands in the middle of the ocean, so the turtles felt safe. In general, sea turtles spend most of their lives in the ocean and only the female comes ashore (to lay eggs).

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[9] [9] What do you think sea turtles drink? (Fruit juices, soda?!) Sea turtles drink salt water. Living in the sea, sea turtles obviously take in a lot of salt water when they eat. Have you ever swallowed salt water when you were at the beach? How did it make you feel? You probably wanted a drink of fresh water, right? Salt water actually makes you thirstier! Sea turtles have come up with a way to get rid of the extra salt they take in. They cry it out in thick tears! The tears may also lubricate the female’s eyes on land, helping to protect their eyes from flying sand.

[10] [10] Today most scientists recognize 7 species of sea turtles worldwide – the Green, Log- gerhead, Hawksbill, Olive ridley, Kemp’s ridley, Leatherback and Flatback. Six of these are found in Caribbean waters. The Australian Flatback ( Natator depressus ) is found only in Australia, as the name sug- gests. Let’s learn more about the species in our region, like where to find them, how to identify them, and what they eat, etc.

[11] [11] Loggerheads ( Caretta caretta ) are colorfully marked in dark red, orange and gold. Log- gerheads are unique in supporting a whole ecosystem on their backs! They often carry encrusting barnacles and other small animals on their carapace, sometimes more than 50 small plants and animals can be identified on a loggerhead’s shell! How do you think this turtle got its name?

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[12] [12] Loggerheads have a very large head as compared to other sea turtles, and very strong jaws. These are necessary adaptations to their carnivorous diet. What is a carnivore? That’s right, a meat eater.

[13] [13] So what do you think the Loggerhead eats? [* narration note: advance the slide to show what a Loggerhead eats.] They use their strong jaws to crush hard-shelled crabs and mollusks, like conch! Can you bite through a conch shell? No way, right? So let’s think about what the inside of a Loggerhead’s mouth must look like. Think about our own mouths. We have big, flat molars (back teeth) for crushing. The Loggerhead’s jaw is flat and wide, and adapted to crushing things that are very hard.

[14] [14] This is a Green sea turtle ( Chelonia mydas ). How do you think this sea turtle got its name? No, not because the shell is green. I’ll give you a hint – the name has to do with what the turtles eats. What is green that is found in the ocean?

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[15] [15] Exactly! They eat vegetation, like sea grass and algae, which is so abundant in our region. The Green turtle is the only vegetarian sea turtle, meaning that they do not eat meat. They get their name because some of their body tissues, mostly their fat, actually appears green from eating plants. Chlorophyll is the pigment that makes grass green, and the chlorophyll is absorbed into the animal’s tissues. Green turtles are about the same size as Loggerheads, but have smaller heads, a rather blunt beak, and a slight serration along their beak to help in clipping sea grasses.

[16] [16] Here is a picture of a Green sea turtle eating some sea grass. Notice that, just like the Loggerhead, their mouths are adapted to the kind of food they eat. If you were to look inside their mouth, you would see little scissor-like teeth along the jaw. Green turtles don’t actually have teeth, but a thin layer of serrated keratin (the same material that forms your hair and nails) covers their jaw and helps them clip grass and algae to eat.

[17] [17] Hawksbills ( Eretmochelys imbricata ) prefer to live near coral reefs where their coloration acts as a camouflage. Can someone tell me what “camouflage” means? Right, it is when an animal has a certain shape or coloration that helps them blend into their environment. Hawksbills are smaller than Green turtles, and adults rarely exceed 180 pounds. Hawksbills, especially young ones, are often mistaken for Green turtles, but we are going to learn how to tell the two apart.

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[18] [18] Hawksbills have overlapping scutes, like shingles on a roof, while a Green’s scutes meet one another in straight line – no overlapping. [* narration note: if you have shells on display, this is a good time to show the difference, or you could return to Slide 15.] What do you notice about the rear edge of the carapace? [* narration note: press the next button and a red rectangle will appear around the back of the carapace.] Right, it’s scalloped, or serrated. The Green turtle shell does not show such strong serration, although some serration can occur in small juveniles and can be a source of confusion in telling young turtles apart – but remember, a Green turtle’s scutes will never overlap!

[19] [19] So what do you think Hawksbill sea turtles eat? Think about where they live, the coral reef. [* narration note: press the next button to show what a Hawksbill eats.] They have an unusual diet, feeding largely on sponges and other reef invertebrates. Scientists call this species a “spongivore” – think about other words that you know, like “carnivore” or “herbivore”. What do you suppose “spongivore” means? Hawksbills are named for their sharp beak, like that of a hawk, and its narrow, pointed shape helps the turtle pick sponges from the cracks and crevices of a coral reef.

[20]

[20] Olive ridleys ( Lepidochelys olivacea ) are one of the smallest sea turtles, rarely ex- ceeding 24-28 inches long and 100 pounds in weight. Unlike the other sea turtles, they have a variable and often uneven number of lateral scutes (the plates that appear along either side of the midline on the carapace). How many do you count in this picture? Olive ridleys often have 7-9 pairs of lateral scutes.

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[21] [21] Olive ridleys are “omnivores”. What do you think omnivore means? It means that the animal has a wide dietary preference, and is comfortable eating both plants and meat. [* narration note: press the next button to show what Olive ridleys eat.] They feed mainly on fish and many species of invertebrates, like snails, crabs and jellyfish.

[22] [22] Kemp’s ridley turtles ( Lepidochelys kempii ) are similar in size and appearance to the Olive ridley. The carapace is typically olive grey, and the plastron is yellowish. Kemp’s ridleys are the rarest of all sea turtles and 95% of all nesting occurs on a single beach near Rancho Nuevo (Mexico) in the Gulf of Mexico.

[23] [23] Any guesses as to what Kemp’s ridleys eat? [* narration note: press the next key.] Adult habitat is characterized by muddy or sandy bottoms where their primary prey items live. Can you guess? That’s right! Ridleys really love to eat bottom-dwelling crustaceans and mollusks. Who can give me some examples of a “crustacean” [crab] or a “mollusk” [snail]?

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[24] [24] Leatherback turtles ( Dermochelys coriacea ) are very different from all the other sea turtles. What do you notice immediately about this turtle?

[25] [25] That’s right! They are huge, larger than this man! Remember earlier when you saw the picture of the fossil that was much bigger than the man? Well, it was real! Sea turtles can get much larger than humans. Leather- backs are the largest of all sea turtles; in fact, they are the largest of all reptiles (by body weight). Adult males can exceed 9 feet in length and weigh 2000 pounds or more! (* narration note: if available, use a measuring tape to show the students how big 9 feet is.]

[26] [26] What else do you notice about this very unusual animal? Leatherbacks are the only sea turtle not to have a hard carapace. You can’t see it in this picture, but their ribs are not fused together, they are separate like yours and mine. Can you feel your ribs? You feel each individual one, can’t you? It’s the same with Leatherbacks, and this adaptation gives them flexibility, enabling them to dive deeply. They dive the deepest of all sea turtles (deeper than 4,000 feet) in search of food. If they had a hard shell the pressure of the water would crush them. Instead they have a layer of thick, black, leathery skin, which has little pieces of bones within it. You may also notice pink, white or bluish spots on the skin in addition to 7 ridges that run the length of the carapace to make it more hydrodynamic. Who remembers what “hydrodynamic” means?

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[27] [27] So what do you think this huge sea turtle eats? [* narration note: advance to the next slide.] Jellyfish! That would be like us eating only jello! Think about how many jellyfish a Leatherback has to eat before he or she is full! This is a picture of a Leatherback’s throat. You can see that it is lined with stiff spines that help them swallow their slippery food, and keep it down. Also notice the shape of the mouth. Leatherbacks have 3 interlocking cusps. What do you think these are for? Do Leatherbacks have teeth? No, so how do they grab their slippery prey? Can anyone tell me? Right, these cusps are like teeth for the Leatherback – allowing the animal to grab and cut cleanly through very large open-ocean jellyfish.

[28] [28] Do you all feel like you can be better sea turtle helpers? That you are more aware of what kind of habitats and what kind of food sea turtles need to survive? For example, now that we know that sea turtles eat jellyfish, we should be much more careful about where we throw our plastic bags. When plastic bags wash into the sea, sea turtles eat them, confusing them for jellyfish, and the sea turtle can die as a result. We also know that coral reefs are very important to sea turtles. Protecting our coral reefs is important not only for sea turtles, but for many, many animals that live in the reef – including many fish that are important to our economy.

Well, now that you are all experts on Carib- bean sea turtles, do you have any questions?

40 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 1: Game and Craft Let’s be Sea Turtles!

♦Preparation Time: SUMMARY 10 minutes Students will learn about adaptations that enable sea turtles to ♦ survive in the marine environment. Activity Time: Warm Up 30 minutes

Activity 30 minutes OBJECTIVES Extension (optional) 20 minutes Students will:

♦Materials Needed: • Name 3 differences between land turtles and Nose clip, 2 pairs of swim fins (1 sea turtles large, 1 small pair), cardboard • Name 3 adaptations of sea turtles “carapace” and “plastron”, goggles, • Create imaginary creatures with adaptations scissors, tongs, mortar and pestle, similar to those of sea turtles paintbrush, drawing paper, crayons, markers PROCEDURE ♦ Setting: Warm up Indoor or Outdoor space 1. Create the cardboard carapace (top shell) and plastron (bottom shell) by cutting two 3 ft ♦ Subject Areas: ovals out of thick paper or cardboard. Ecology Fine Arts

♦ ACTIVITY Skills: Crafting, Comprehension, Observa- 1. Introduce the subject. Animals live in all kinds tion, Public Speaking, Imagination of habitats. To survive, these animals have developed physical adaptations : changes in ♦Vocabulary: Adaptation, Camouflage, Carapace, the structure or function of an animal that al- Hydrodynamic, Plastron, Tomium, lows it to better adjust to and survive in its Vegetarian environment.

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2. Explain to the students that they will be switch shells like a hermit crab. The considering these adaptations as they hard shell protects the animal from “build” a Sea Turtle. Ask for a volunteer predators. As a sea turtle grows larger, from the group. The volunteer will wear the carapace and plastron get stronger items that represent a variety of sea and there are fewer animals that can turtle adaptations. penetrate the shell and hurt the turtle.

Sea Turtle Transformation Notice the streamlined, or hydrodynamic, shell allows the sea turtle to A. Goggles - These represent a sea tur- move quickly and easily through the wa- tle’s eyes and how they are able to see ter. This flattened shell also prevents underwater. the sea turtle from retracting its head and limbs. B. Nose clip - This represents how the sea turtle can hold its breath under water. Beside the hard carapace, sea turtles Remember, sea turtles are air breathing rely on other adaptations - such as their reptiles and must surface in order to flippers - to help them escape quickly breathe. from predators.

C. Large fins (worn on the hands) - These F. Paintbrush - This represents the differ- represent the sea turtle’s front flippers. ent coloration pattern that sea turtles The foreflippers are long and paddle- have. Color can be a form of camou- like. They are powerful structures that flage . Hawksbills have a color pattern help propel the animal through the wa- that helps them to blend into the coral ter and assist the nesting female in pull- reef environment, while Green turtles ing herself up the beach. have a slightly different pattern that blends into a sea grass meadow. D. Small fins (worn on the feet) - These (Remember, Green turtles are vegetari- represent the sea turtles’ back flippers. ans !) They are shorter than the front because they have a different function. The hind G. Scissors, tongs, mortar and pestle flippers act as rudders, stabilizing and (demonstration only, have the student directing the animal as it swims. The hold each item as you describe them) - back flippers are also used to help push These represent the different oral adap- a nesting female up the beach, in addi- tations of sea turtles. Jaw shape varies tion to helping her dig her nest. Discuss among species, and each species has a how the flippers differ from a land turtle, jaw shape adapted for its diet. Logger- which has stumpy legs. What would heads have strong jaws lined with flat happen if you put a land turtle in water? crushing plates for eating hard-shelled prey like conch and crabs (mortar and Cardboard carapace and plastron pestle). Leatherbacks have 3 interlock- (worn on the back and chest, respec- ing cusps used to grab their soft bodied tively) - These represent the carapace prey, jellyfish (tongs). The serrated jaw and plastron. They protect the inner or tomium of a Green sea turtle allows organs of the sea turtle, much like a for efficient grazing of sea grasses Knight’s coat of arms. The carapace (scissors). and plastron are part of the skeleton of the sea turtle. The backbone and rib 3. Now the students will have the opportu- cage are fused to form the carapace. A nity to create their own creature. Divide sea turtle is born with its shell and the students into groups of 2-4. Each grows with it all its life. A turtle does not group will create an imaginary creature 42 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

and its habitat, based on the information Green given. They can not use an actual known animal, they must come up with their own creation using crayons and markers! Adaptations should include - but are not limited to - how it moves, eats, breathes and protects itself. Stu- dents must also develop a unique name for their animal.

Abilities of the animal must include:

1. Lives in water. 2. Swims well under water. Loggerhead 3. Eats _____. (Students may use an imaginary food. They should describe the food and the adaptations needed to catch and eat it). 4. Needs protection from predators. (Students should choose a predator and describe how their creature avoids the predator).

4. Have each group present their imaginary animals to the rest of the class, and explain their adaptations. Leatherback

EXTENSION

1. Have the students draw animals close to home and explain their adaptations.

2. Discuss how adaptations might change with different climates and/or different food availability.

Hawksbill

Figure 1. Green sea turtle mouth.

EuroTurtle/FAO Species Catalogue Vol. 11

43 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 1: Craft Construct a Sea Turtle

SUMMARY ♦Preparation Time: Students will assemble and

30 minutes decorate their own sea turtle and

be able to identify the “parts” of a

♦ sea turtle. Activity Time: Warm Up 10 minutes OBJECTIVES Activity

30 minutes Students will: • Name at least 3 different anatomical struc- ♦Materials Needed: Provided Sea Turtle Pattern tures of a sea turtle • Cardstock Create a sea turtle to take home Googley eyes Tongue depressors PROCEDURE Crayons Warm up Markers 1. Copy the provided Sea Turtle Pattern on Glue cardstock, one per student. Scissors NOTE: Students can simply draw the eyes and ♦Setting: use the flippers provided on the pattern instead of Classroom using googley eyes and tongue depressors.

♦Subject Areas: ACTIVITY Anatomy Fine Arts 1. Each student will cut out, assemble and decorate their own sea turtle. As you instruct them ♦Skills: how to assemble it, review the names of each Creative Skills anatomical structure ( head , carapace , plas- Comprehension tron , foreflipper , hind flipper , tail and Public Speaking scutes ). Have the student list each structure on the back of their turtle. ♦Vocabulary: Anatomical, Carapace, Plastron, 2. Have the student write 3 facts about their sea Foreflipper, Head, Hind Flipper, turtle on the back of their craft and then share Scutes, Tail these facts with the class. 44 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Sea Turtle Pattern

Head

Foreflipper

Carapace (top) Plastron (bottom)

Draw the scutes, which are modified scales on the carapace (top shell) and plastron (bottom shell)

Hind Flipper

Tail

45 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8 Day 2 ______

Nesting Behavior and Turtle Tracks

46 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 2: Game

Sea Turtle Soirée

♦Preparation Time: SUMMARY 10 minutes Students will review key characteristics of each of the 6 species of sea ♦Activity Time: turtle that inhabit the Caribbean Warm Up Sea, such as diet, habitat and spe- 20 minutes cies identification techniques. Activity 30 minutes Extension (optional) OBJECTIVES 30 minutes Students will: ♦ Materials Needed: • Name 6 species of sea turtle Sea Turtle Name Tags (from Day 1) • List at least 3 characteristics of each species Markers Crayons of sea turtle Glitter and/or glitter glue (optional) • Learn the names of their classmates

♦Setting: PROCEDURE Classroom and/or Outdoors Warm up 1. The students will use the Sea Turtle Name ♦Subject Areas: Tags they made on Day 1. Make sure all stu- Anatomy dents have a Name Tag. Ecology Physical Education ACTIVITY

♦Skills: 1. Provide crayons, makers, glitter glue etc. to Analyzing students and allow them time to decorate Communication their Name Tags. Comprehension Decision Making 2. Have the students sit in a large circle and Team Building read the Turtle Facts (on the back of their Name Tags) to themselves. After giving them enough time to read and memorize their Tur- tle Facts, have the students move their Name Tags to their back, so they can no longer see the Name Tag or its text. 47 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

3. Using the knowledge learned from yesterday’s PowerPoint Presentation, ask the students to identify the sea turtle that is described on their Name Tag, quietly to themselves.

4. When given the signal, students will walk around and try to identify other students with facts that correspond to their species of turtle. Students must first introduce themselves to each other and then ask about their Turtle Fact. For example,

“Hello my name is _____. Do you know what species of Sea Turtle you are? I am a _____. May I see your Name Tag?” EXTENSION 5. After finding a match, the pair will continue to walk around, greeting other stu- 1. Repeat the process with students ex- dents, until they think they have found changing their Name Tags with other all members of their species. students and then re-assembling in species groups. 6. To demonstrate that the students have found all members of their species, ask 2. As a final review, have all students the group to stand together with their hand in their Name Tags. Read the Name Tags visible on their chests. Turtle Facts aloud and have the students raise out their hands to name the 7. Ask each group to introduce its mem- species described by the Turtle Fact. bers, and to read their Turtle Facts out loud. With your guidance, have the class as a whole determine whether each member of the group represents the same sea turtles species. Ask the class, “What turtle is this group?”

48 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 2: Slide Show (Background Information)

Nesting Behavior

SUMMARY ♦Preparation Time: Students will learn about how sea 10 minutes turtles nest and the details of the hatching process. ♦Activity Time: 30-45 minutes OBJECTIVES ♦Materials Needed: Projector Students will: Laptop Computer Provided PowerPoint Presentation • Learn how females sea turtles dig their nests Provided PowerPoint Narration • Name 2 ways female sea turtles protect their Laser Pointer (if available) eggs • Learn how long it takes for the eggs to hatch ♦ Setting: Classroom PROCEDURE ♦ Subject Areas: Warm up Anatomy 1. Set up the projector and load the “Introduction Ecology to Sea Turtles” PowerPoint Presentation. Re-

♦ view the PowerPoint Narration and feel free to Skills: include additional information as you present. Comprehension

Listening Observation 2. Ask the students to temporarily stop working on all crafts, journal entries, etc. and direct their attention toward you. They will have more time to finish their projects later.

3. Instruct the students to sit quietly during the Presentation and encourage them to ask questions by raising their hands.

49 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

ACTIVITY

[1] [1] Introductory comments at the discretion of the speaker .

[2] [2] As we mentioned yesterday, typically only adult female sea turtles come on land. Do you remember why? That’s right, to lay eggs. Usually this happens at night. One of the most amazing things about sea turtles is that they come back to lay their eggs in the general area where they themselves were born many years ago.

[3] [3] Some populations of Ridley turtles nest during the day, an unusual trait. Also unusual is that these turtles tend to nest “en mass” in what biologists refer to as an arribada , which means “arrival” in Spanish. As seen in the picture, thousands of females might come ashore to lay their eggs at the same time. These spectacular events appear to be correlated with moon and tidal phases, among other things.

[4] [4] The female sea turtle pulls herself up on the beach using her fore flippers. Different species prefer different nesting habitat. The Hawksbill prefers to nest in or near beach vegetation, while other species prefer the open sand. All turtles need sand that is deep enough to safely incubate their eggs for several weeks. Once the mother turtle has chosen a suitable site on the beach, she will sweep the area smooth and create a shallow body pit with her flippers.

50 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[5] [5] What kind of sea turtle do you think this is? Right, a Leatherback! Can you see that she doesn’t have a hard shell? Once she has completed clearing her site, she uses her rear flippers to dig the nest chamber, the hole that will receive her eggs. Sand is scooped with one flipper and then the other until she can reach no deeper. The rear flippers act much like our own hands when we are digging in the sand, but the female sea turtle cannot see what her rear flippers are doing! The digging is just instinct. If the sand is too wet or too dry, she will be unable to complete the chamber and she may have to select another site – or she may give up and return to the sea.

[6] [6] This is what you might see if you come upon a sea turtle laying her eggs on the beach. The sea turtle may look like a sandy rock lying still on the beach. Sea turtles are shy and cumbersome when out of the water. All species are sensitive to light and easily frightened. If you come upon a nesting sea turtle, be sure that you remain still and leave your flashlights off! If you sit a short distance away, preferably behind and downwind of the turtle, you will find that your eyes adjust to the darkness and you can observe the nesting without disturbing her. Notice the back of the shell in this picture, what species of sea turtle is this? Hawksbill! (Why?)

[7] [7] This picture is showing the cloaca or ovi- positor, the structure that releases the eggs. Eggs are laid singly or in small groups and are covered in thick mucus. Sea turtle eggs are not hard like chicken eggs. Why do you think this is? The egg chamber could be 2 or 3 feet deep, what would happen to a hard-shelled egg if it was dropped this distance? It would break! The mucus and the soft leathery shell help to cushion the eggs as they drop into the nest.

51 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[8] [8] Depending on the species, females will lay 50 to 200 or more perfectly round eggs. On average, most sea turtles lay approximately 100 eggs. Leatherback eggs are the largest, about the size of a cue-ball, and Hawksbill and Ridley eggs are the smallest, about the size of ping-pong balls. Why do you think Leatherbacks have large eggs and Ridleys have small eggs?

[9] [9] Leatherbacks have an unusual trait – do you notice the different sizes of eggs in the nest? Leatherbacks differ from other sea turtles in that the female deposits infertile (no yolk) under-sized eggs atop the fertil- ized ones. Infertile means that they will not develop into a baby sea turtle; they are, in essence, “false eggs.” It is thought that these eggs may serve as “space fillers”, preventing sand from filling in around the much larger fertile eggs. The tiny embryo actually breathes through the eggshell, so this added air space aids in gas exchange and, later when they hatch, may provide “wiggle room” for the hatchlings. Because the yolkless eggs dry out during the long incubation period, some scientists think that the moisture they release into the nest creates humidity that is important to the developing embryos.

52 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[10] [10] It is important to note that, during egg- laying, the female is less aware of her sur- roundings than during other phases of nesting. Researchers refer to this as the “nesting trance”, and it is at this time that the turtle can be tagged and measured. Tagging, measuring, etc. is always done very quietly and respectfully, and with very low light, so that the turtle is not frightened. After the eggs are laid, the turtle refills the nest chamber with sand and packs it firmly over the eggs. Covering the eggs protects them from predators and from drying out, and minimizes temperature fluctuation. How would the incubation of the eggs be different is the turtle simply left the eggs on the surface of the beach? Sand is then flung in all directions, with the intent of confusing a potential egg-predator.

[11] [11] The exhausted female leaves her eggs to incubate in the warm sand, and she returns to the sea. She never returns to check on her eggs. As is the case with many animals, there is no parental care in sea turtles. There are tales told about how the female is crying because the nesting process is so difficult, or because so many of her eggs are stolen by man and other predators, or because she will never see her tiny hatchlings. But the truth is that all sea turtles “cry”, whether they are on land or in the sea. Do you remember why? Right, to get rid of extra salt! Good!

Sea turtles may not stay with their eggs, but they are still very good mothers. Can you think of some ways in which she has been a good mother? Remember that she created a deep nest hole to protect the eggs from the sun and the rain, and then covered the nest really well so that predators would not find her eggs. She also packed her babies a lunch! Can you guess how? Inside each egg is a yolk sac, which is a structure of stored energy to be used by the developing embryo until it emerges as a hatchling and can feed itself. It’s the same with birds, isn’t it? Each bird egg has a yellow yolk inside, which feeds the developing embryo. Until 53 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[11] continued the hatchlings emerge from the nest and are able to find their own food, they live off the yolk sac created for them by their mother.

Most female sea turtles return to the beach every 8-15 days, depending on the species, to lay another clutch of eggs, often in the same or nearby area. Most females nest 2- 5 times per year, again depending on the species. The small Ridley turtles produce the fewest nests, while the much larger Leatherback may deposit as many as 11 or 12 clutches of eggs during a single year.

[12] [12] The eggs will only hatch successfully if they are incubated at the right temperature and the environmental conditions are ideal. One of the most interesting aspects of sea turtle biology is that the sex of developing embryos is determined by temperature! Fe- male turtles are produced in warmer nests, while males are produced in cooler loca- tions. Let’s look at the flask-like shape of the nest. Do you notice at the bottom where there is a thick concentration of eggs? Do you think the temperatures would be warm- est if you were an egg in the middle of all the other eggs … or if you were an egg on the outside edge of the clutch? What about if you were at the bottom of the nest near sand that has been cooled by the water table, or an egg at the top of the clutch, closer to the surface and the warm sun?

The fully developed hatchlings will begin their journey to the beach surface after about 45-60 days of incubation. Like baby birds, they break open their shells using a tiny “egg tooth” on their nose. As the first hatchlings break free from their eggs, their movements stimulate their siblings to hatch. Within a few days all the hatchlings are working together to dislodge the sand above them, wiggling, wiggling, and slowly moving upward through the nest. This process of the hatchlings working together is called “protocooperation” or, literally, “early cooperation”.

54 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[13] [13] And then they emerge! Aren’t they the cut- est! Hatchling typically occurs in the early evening, but continues throughout the night and sometimes occurs during the day, especially after a rain when the sand is cool. An evening or night emergence serves the hatchlings well because most predators are not active at night.

[14] [14] In addition, the sand is relatively cool and the bright ocean horizon is a strong cue. Contrary to popular belief, hatchlings do not orient toward the moon. They are seeking the lowest, brightest horizon. Hatchling’s eyes are very sensitive to light, and under natural conditions the open ocean horizon is always brighter than the darker landward vegetation.

[15] [15] In addition to light, which is the strongest cue, hatchlings may use other cues to find the water’s edge. Can you think of some? [Examples: the slope of the beach, the sound of the waves crashing against the shore, the smell of the salt water.] Once the hatchlings reach the water’s edge, the waves sweep them out to sea. Think how scary this would be for the little air-breathing turtles, to be swept under the dark water with no one to help them. This gets us back to our conversation yesterday about “adaptations”. The little turtles have a very strong instinct to swim quickly and to surface to breathe, this is an adaptation that enables them to survive in their environment. What would happen if the hatchling stayed on the beach and did not enter the water? Would this be a good thing? Could they protect themselves from the sun’s heat and from predators when morning came?

55 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[16] [16] Once in the water, hatchlings use incoming waves to orient themselves to the open sea. Scientists call this a “wave compass” and it is well proven in the laboratory. Sea turtles are the only animals on earth known to have a wave compass! The little turtles fly through the water, using their front flippers to propel them and their rear flippers to steer. Once offshore, hatchlings often take shelter in floating mats of seaweed and other oceanic accumulations that provide food and refuge during the first few years of life.

Sea turtle hatchlings have a type of coloration that might provide a clue as to where they spend their time after they leave the beach. Green turtles, for example, are “counter-shaded”, meaning that their dorsal (top) side is much darker than their ventral (bottom) side. To predators in the air, the hatchling blends in with the darker waters bellow; to fish predators looking up from below, the lighter underside of the hatchling helps it blend in with the lighter surface water.

[17] [17] Can you tell which hatchling is which? Here we can see the difference in size amongst sea turtle hatchlings (which is related to the size of their eggs). The one on the far left is a Leatherback (notice that the flippers are nearly as long as the body). Those white stripes will someday rise into seven stream- lining ridges along the adult turtle’s back. The hatchling in the middle is a Green turtle, and the far right is a Hawksbill. If you look very closely, you might see that the scutes on the carapace of the Hawksbill hatchling overlap one another, just like on an adult Hawksbill.

56 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[18] [18] These are the same hatchlings, but now you are looking at their ventral (belly) side. Can you see the counter-shading? Also notice the spot that looks like a bellybutton. This is the opening into which the hatchling absorbed what was left of its yolk sac at the time of hatching. Again, the hatchling at the far left is a Leatherback, the middle is a Green turtle, and the far right is a Hawksbill. [* narration note: flip back and forth between slides 17 and 18 - ask the students to identify 3 ways in which these species look different from each other.]

[19] [19] Although hatchlings work together to get out of the nest, once they break the surface it is every hatchling for themselves in a race to the ocean’s edge! Assuming she is not harmed by natural or human predators, the female will return to the beach every few years for two decades or more, and the cycle of life continues.

Now that you know that the mother turtle returns to the same beach or area where she was born, and that she will lay all of her eggs there,- and that all her babies will lay their eggs there too - what happens if we destroy our beaches with pollution or coastal development? What happens if we take too much sand from the beach, or dump garbage on the beach that attracts predators?

Do you feel like you are much better sea turtle helpers after hearing this presentation? Do you have any questions?

57 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 2: Game Ready, Set, NEST!

♦Preparation Time SUMMARY 15 minutes Students will simulate the egg laying process by participating in a relay ♦ Activity Time: race: swimming to shore, crawling up Warm Up the beach, clearing the nest area of 30 minutes debris, digging the nest cavity, laying Activity eggs, covering, and finally returning 20 minutes to the sea. Extension (optional) 20 minutes

♦ Materials Needed: OBJECTIVES Sandy Beach

♦ Students will: Setting: • Name 2 adaptations that contribute to suc- Outdoors or large indoor space cessful nesting • ♦ Identify 3 steps of the egg laying process Subject Areas: • Learn how many eggs a sea turtle lays Anatomy

Ecology

PROCEDURE ♦Skills: Warm up Comprehension Group Building Observation 1. Set up the playing area as shown in the pic- Physical Education ture below: 20 m ♦Vocabulary: Debris Vegetation Ocean Ocean Beach 20 m m 20

Nest Cavity Line Vegetation Line

Start/Finish Surf Line 58 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

NOTE: If a Lifeguard is present, there is an the students to get in their respective aquatic adaptation to this game. In that places; the Swimmer at the Start Line, case, the REAL ocean will be used and the Crawler/Clearer at the Surf Line, the only the vegetation line should be marked. Digger/Egg layer and the Coverer/ Returner at the Vegetation Line. Make sure all members of the team are in the same vertical line - each student should see their teammate in front of them.

NOTE: If resources allow, have a staff member stand at each divide: the Surf Line, and the Vegetation Line. Aquatic extension: a staff member MUST stand in the water, to mark start/finish line.

ACTIVITY 4. Once given the signal, the Swimmer will swim (using their arms as flippers) from 1. Review the steps of the nesting process the Start Line toward the Beach with the students. First the female (Aquatic Extension: students will start in swims to her nesting beach and crawls the water and swim to the beach ). toward the vegetation line , generally at When the Swimmer reaches the nesting night. After finding a suitable nesting beach (Surf Line), they tag their await- spot, she clears the areas of dry sand ing team member (the Crawler/Clearer) and debris , such as leaves and sticks. who then crawls toward the Vegetation Next she digs a nest cavity and depos- Line. its her eggs. Then she covers the eggs and disturbs the area by throwing sand 5. When the Crawler/Clearer reaches the over it. Finally she crawls back down Vegetation Line, he/she must use his/ the beach and returns to the ocean. her front flippers (arms) to clear the area. Once that is complete, the 2. Divide the class into teams of 4 to 5 stu- Crawler/Clearer tags the Digger/Egg dents. Ask each team to stand to- Layer. gether. Each team represents ONE nesting female. Explain to the students that each individual will have a role in this relay and give them a few minutes to decide amongst themselves who will play each of the following roles (nesting order): the Swimmer, the Crawler/ Clearer, the Digger/Egg Layer, the Cov- erer/Returner to the sea.

NOTE: If the class is large, each role can be further broken up so each student has a 6. The Digger/Egg Layer can only use his/ part to play. If it is smaller, certain roles her hind flippers (feet) to dig the nest. can be combined or students can play more The Beach/Vegetation Line Monitor than one role. (staff member) will let each Turtle know when they have completed digging their 3. Have the students stay with their teams nest. After they finish digging, they be- and ask them to spread out horizontally gin to lay their eggs, by counting out across the Start Line. Then instruct loud in increments of 10 until they 59 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Digging a nest and laying eggs...

reach 100. When they reach 100, they tag the Coverer/Returner.

6. In the final stage of this Nesting Relay Race, the Coverer/Returner first fills in the nest with his/her hind flippers and then uses his/her front flippers to camouflage it by tossing sand. Then he or she crawls back toward the sea and tags the Swimmer. Covering the nest... 7. The first team whose Swimmer crosses the Finish Line is the winning Nesting Female!

Returning to the sea...

EXTENSION

1. Repeat the entire game, only this time have the students switch their roles within their teams.

2. Another option is to give certain turtles disabilities, such as missing a front or rear flipper, the sand being too hard to dig into, lights on the beach (which dis- orients or frightens the female), etc. Have the students play the entire game again with these disabilities. Once they have finished, ask the Turtles with disabilities to discuss their experience. Was it easier or harder to nest? 60 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 2: Slide Show (Background Information)

Turtle Tracks

SUMMARY ♦Preparation Time: Students will learn how to distinguish 10 minutes sea turtle species based on tracks that female sea turtles leave in the ♦ Activity Time: sand during the nesting process. 30-45 minutes

♦ Materials Needed: OBJECTIVES Projector Laptop Computer Students will: Provided PowerPoint Presentation

Provided PowerPoint Narration • Laser Pointer (if available) Name 2 ways to tell turtle tracks apart • Learn which species of sea turtle leaves behind symmetrical tracks ♦Setting: • Classroom Learn which species of sea turtle leaves behind asymmetrical tracks

♦Subject Areas: Anatomy Ecology PROCEDURE Warm up ♦Skills: 1. Set up the projector and load the “Introduction Comprehension to Sea Turtles” PowerPoint Presentation. Re- Listening view the PowerPoint Narration and feel free to Observation include additional information as you present.

2. Ask the students to temporarily stop working on all crafts, journal entries, etc. and direct their attention toward you. They will have more time to finish their projects later.

3. Instruct the students to sit quietly during the Presentation and encourage them to ask questions by raising their hands.

61 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

ACTIVITY [1] [1] Introductory comments at the discretion of the speaker . As a turtle comes ashore, its flippers change from being used to swim and steer … to being used to pull (and push) its heavy body up the beach slope. In doing so, she leaves behind a clear track which can often be used to identify her species (especially if the track is fresh).

[2] [2] They are two distinct ways to tell tracks apart. First, look at the size (width) of the tracks. The size of the track is generally related to the turtle’s size. From what we have learned so far, which turtle do you think has the largest track? (Leatherback) The smallest track? (Kemp’s and Olive ridleys) Why?

The second thing to look for is whether the track is “symmetrical” (the same pattern on both sides) or “asymmetrical” (not the same). The Green and the Leatherback move their fore flippers forward simultane- ously, literally “dragging” themselves up the beach (think about using a breast-stroke when you swim). In contrast, the Hawksbill, Loggerhead and both species of Ridley al- ternate their flipper movements; that is, one front flipper moves forward at the same time as the hind flipper on the opposite side, leaving behind a “zipper-like” track with off- set flipper marks.

The different ways that turtles crawl up the beach is reflected by their own size and weight. If they are small and light, they have a little bit easier time moving on land, but if they are very large and heavy (remember from yesterday that Greens and Leatherback are the largest sea turtles), they are going to need to use all their strength (which is in the front flippers) to pull themselves up the beach. Let’s look at each species and some examples.

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[3] [3] This is an example of asymmetrical sea turtle tracks. Notice the zig-zag pattern? Again, Kemp’s ridley, Olive ridley, Hawksbill and Loggerhead turtles all have asymmetrical tracks. The Ridley’s tracks, as well as those of the Hawksbill, are about 70 to 85 cm wide, but the Loggerhead tracks are larger, sometimes 90 cm or more (which is almost 3 feet).

[4] [4] Here is a picture of a Hawksbill sea turtle returning to the ocean. Notice how she is pulling with one flipper and then the other. This turtle is also wearing a satellite tag. Researchers apply this device to the carapace and are able to track sea turtles as they make their migrations around the Car- ibbean Sea, and beyond.

[5] [5] Here we see an Olive ridley making her way down the beach. Does she leave a symmetrical or an asymmetrical track? Asym- metrical! Like the Hawksbill and the Log- gerhead, she pulls with one flipper and then the other. Can you see how her right fore flipper is coming forward, whereas her left fore flipper is not?

63 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[6] [6] Notice the difference between these tracks and the ones we just saw. Notice how “clean” and clear these tracks are, with a matched set of flipper-prints. These are Leatherback tracks, an example of the symmetrical type of turtle tracks. Notice the deep imprints of the rear flippers on either side of the midline (tail drag). Also notice the size of these tracks! Leatherback tracks are about 150 to 230 cm (6 feet or more across!), while Green turtle tracks are a bit smaller, 100 to 130 cm.

[7] [7] See how the Leatherback is pulling with both flippers at the same time?

[8] [8] Here is a Green sea turtle returning to the ocean. Notice the symmetrical pattern she is leaving in the sand.

64 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[9] [9] Can you tell which tracks is which? Re- member to look at the size (width) of the tracks and whether they are “zig- zagged” (asymmetrical) or not. [* narration note: press the next button to reveal who the tracks belong to.] The middle track is Hawksbill (zig-zag), the far right is Leather- back (symmetrical and large) and the far left belongs to the Green turtle. Notice that it is the same pattern (symmetrical), but nar- rower than and not as deep as the Leather- back’s track.

[10] [10] Hatchlings also leave tracks in the sand as they make their way down to the ocean. Do you think these are sea turtle hatchling tracks? [* narration note: press the next key to reveal who the tracks belong to.] No! They are crab tracks! Crab tracks are often mistaken for sea turtle hatchling tracks.

[11] [11] Here we have a number of different tracks. Who do they belong to? Let’s start with the easy ones – who do the biggest tracks belong to? [* narration note: press next key.] Humans! What about the ones immediately to the left of the biggest human tracks? [* narration note: advance to the next slide.] These are sea turtle hatchling tracks. Now, what about the fainter lines of tracks toward the right side of the screen? [* narration note: advance to the next slide.] These are crab tracks. Notice how they are similar to hatchling tracks. If you were to see these tracks up close, you would see that one side of the crab track is larger than the other side (due to the larger and smaller front claw), and this is one way to be a good beach de- tective and tell these tracks apart.

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[12] [12] Another clue in deciding whether the tracks you see belong to hatchlings (or something else) is to follow the tracks up the beach. Do they end in a nest? Baby turtles often emerge together with their siblings, and a mass of tracks emerging at one point can identify for you the exact spot where the eggs were laid! Take a close look. How many baby turtles were there? Did they head directly for the sea, or were they confused by something? If some tracks head inland, away from the sea, follow them and notify an authority if you find a hatchling that is lost. NEVER keep hatchlings as pets, they must return to the sea if they are to survive.

[13] [13] Tracks can tell a story about a sea turtle’s activities on the beach. If she nested successfully, you will see a U shaped track, with some disturbance at the top of the U where she dug her hole and then covered it again after her eggs were laid. If you see a U-shaped track with no disturbance at all, scientists call this a “false crawl” or “half moon”, meaning for one reason or another she did not nest. She could have been frightened by a predator on the beach, been blocked by beach chairs or a seawall, or just did not find a suitable nesting spot. Seeing only one track in the sand – coming out of the sea but not returning – is a red light! Danger sign! What could this mean? Probably that she was taken by a hunter, wandered inland after being confused by the bright lights of a hotel or road, or perhaps is stuck in the vegetation somewhere. If you do find a sea turtle on the beach and she appears to be in danger, you should call [14] your local fisheries or forestry officer – or police or hotel security officer – and they can help.

[14] In summary, you can all be good beach de- tectives and use the tracks a sea turtle leaves in the sand to identify her species and a lot of information about her activity on land. Remember to look at the size of the tracks, and whether they are symmetrical or asymmetrical. Any questions? 66 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 2: Game Who Made this Crawl?

♦Preparation Time 15 minutes SUMMARY Students will learn to distinguish

♦Activity Time: the species of sea turtle by the tracks she leaves in the sand. Warm Up 30 minutes Activity 20 minutes OBJECTIVES Extension 20 minutes Students will: • ♦Materials Needed: Learn how different species of sea turtle cre- Sandy Beach ate different patterns (tracks) in the sand • Determine what the activity the turtle partici- ♦Setting: pated in while on the beach Outdoors, Beach PROCEDURE ♦Subject Areas: Warm up Anatomy 1. The Instructor creates tracks of 3 different Ecology species in the sand, using the following in- Fine Arts structions. Be sure to include a “ false crawl ” (one in which the turtle came ashore ♦Skills: but did not successfully nest before returning Comprehension to the sea) and a no-exit track. Discussion Observation Leatherback Turtle Step 1: ♦Vocabulary: Starting at the water’s edge and facing inland, Asymmetrical spread your feet as far apart as possible while False Crawl still being able to walk. Shift your feet in place so Symmetrical that your feet dig into the sand. Repeat this process as you move inland. Each set of footprints

should be about 5 inches in front of the last. Make sure that your footprints are symmetrical and that the space between your feet remains constant as you move up the beach. 67 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

This will produce part B of the track, as indi- Green Turtle cated in the diagram below. The green turtle track is created in the same manner, but with feet spread about two-thirds the distance apart as in Step 1 (leatherback). Skip Step 2 (Greens and Hawksbill Turtles do not have this part in their tracks) and complete Steps 3 and 4.

Hawksbill Turtle

You will use the same procedure as for the Green Turtle. However, your A marks will be placed in an alternating fashion, rather than symmetrically (see diagram below). This asymmetrical pattern, and smaller track size will indicate that this track belongs to a hawksbill track.

Step 2: Go back to the water’s edge and, walking alongside the track you have just created, use your toe to make a sweeping motion away from the outer tips of your “B” footprints, in a sickle shape through the sand. This will create the part of the track labeled A in the diagram. A and B marks are meant to imitate the front-flipper tracks of the turtle.

Step 3: Again starting at the water’s edge, shuffle your feet in “baby steps” through the middle NOTE: If real tracks are available ask a of your tracks. This will create heel marks local beach patroller or wildlife officer to ex- which roughly imitate the back flipper tracks plain who reported the tracks. in a turtle crawl (labeled C in the diagram). Create the appearance of a tail-drag (D) by dragging a stick behind you so that it makes a squiggle through the sand or dips occasionally through the middle of the track.

The symmetrical pattern and large track size will indicate that this track belongs to a Leatherback turtle, so make the track as big and symmetrical as possible.

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ACTIVITY Successful Nest * 1. Start the lesson by taking a short walk on the beach looking for tracks in the sand. Have the students determine who the tracks belong to: are they animal or human? how many different tracks did you find?

2. Explain to the students that you heard that a sea turtle nested on their beach earlier this morning. When you come across the tracks (that you made earlier), have the students determine which species the tracks belong to.

3. Next ask them to determine what activity the turtle was engaged in: did she actually nest? did she return safely to the sea?

Nest Attempts *

Hatchling tracks

EXTENSION

1. Inform the students that YOU actually made the turtle tracks. Demonstrate how you made them, and have the students make their own turtle tracks in the sand.

* Florida Fish and Wildlife Conservation Commission. Sea Turtle Conservation Guidelines (2002)

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______

Natural Threats to Sea Turtle Survival

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DAY 3: Game Fun with Food Webs

SUMMARY ♦Preparation Time: Through role play, students will make 20 minutes connections and explain the cause-and- effect relationship between actions of sea ♦Activity Time: turtles and their natural predators, and Warm Up the delicate balance of the marine envi- 30 minutes ronment. Activity 20 minutes Extension (optional) 15 minutes OBJECTIVES

♦ Materials Needed: Students will: Lunch size paper bags, drawing or construction paper, markers or cray- • ons, scissors, tape or glue, ball of Learn about food webs and food chains • yarn or string, cotton balls List 3 life stages of sea turtles • Discuss the interactions between sea turtles, ♦Setting: their natural predators and the marine envi- Classroom and/or Outdoors ronment

♦Subject Areas: Ecology PROCEDURE Fine Arts Warm up 1. Write the names of the creatures and the ♦Skills: other items in the story (see “Members of the Drawing Connections, Group Coop- Marine Community on page 72) on index eration, Listening, Observation, cards and have the students choose one. Role Playing 2. Using the materials provided, students will ♦Vocabulary: create puppets or pictures of the creatures Food chain and the other items in the story. Ask the stu- Food web dents to write the name of their creature or Life stage item on their drawing or puppet. Predator

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NOTE: If time is limited, students could ent to student, and the criss-crossing simply color the images included in this les- yarn inside the circle will gradually form son and in “It’s Tough being a Sea Turtle” a complex “web.” on page 86. ACTIVITY 3. Each student assumes the role of one member of the marine community de- 1. The instructor should read the following scribed below. The corresponding pic- to the Students: tures will serve as the name tag for the characters in the story and should be “Imagine that you’re no longer in the class- hung around the students’ necks with room but outside on the beach, surrounded yarn, taped to their shirts, or, if a pup- by the smells and sounds of the ocean. pet, worn on one hand. Imagine you are becoming part of the ocean, taking the form pictured on your Members of the Marine Community nametag. Sun, Air, Beach, Ocean, Sargassum Sea- weed, Phytoplankton, Sea Turtle Eggs, Sea I’m going to read a story about this ocean. Turtle Hatchling, Juvenile Sea Turtle, Adult The story is designed to show how impor- Sea Turtle, Beach Predator* (Crab, Mon- tant each member of the community is to all goose, Dog, Ant), Sea Bird* (Frigate Bird, the other members. The first time I mention Sea Gull), Bait Fish, Reef Fish* (Jack, Cat- your part, I will pass a ball of yarn to you. fish, Barracuda, Grouper), Shark* (Tiger, Take hold of the yarn, then give the ball Great White), Orca Whale back to me so that I can pass it to the next person. NOTE: An * indicates additional characters that could be used if the class size exceeds Don’t let go of your part of the yarn, but 15 students. At least 1 character for each hold it down on the floor so I can walk of the * characters must be used. For lar- around inside the circle and pass the yarn ger classes, all * characters can be used. to the next person.” However, the instructor will need to incorporate the additional characters into the 2. The instructor reads the following story: story. For smaller classes, students can double-up and have more than one role. The Dangerous Life of a Sea Turtle (to be read with lots of expression!) 4. The students will sit on the floor in a circle in random order. The teacher will Our story begins on a quiet beach. It is just stand, holding the ball of yarn or string, before dawn, and a nest of sea turtle EGGS and narrate the story, passing the ball is beginning to stir. The eggs have been to each student when his/her charac- incubating in the sand for about 60 days ter’s name appears in bold capital let- and now they are ready to hatch. One ters in the script. The yarn is only small HATCHLING pokes her head out of passed to each student once, when his/ the sand and takes her first breath of fresh her character’s name is first mentioned. AIR . Her brothers and sisters quickly follow, and they all race toward the open OCEAN . 5. The students remain seated on the floor throughout the story. They will grasp But they are not alone on the beach! As the yarn when it comes to them, keep- they crawl toward the water they encounter ing their hands close to the floor so the a number of beach predators. A GHOST yarn will lie flat inside the circle. This CRAB with big strong claws snatches one will allow the teacher to walk over the of the slower hatchlings. The other hatch- yarn as s/he passes the ball from stud- lings continue toward the ocean, 72 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

but some are eaten by a hungry DOG . with sand. Exhausted, she returns to the Back at the nest, a MONGOOSE happily ocean, and the cycle of life begins again. snacks on eggs that never hatched and were left exposed when the hatchling turtles departed.

The SUN slowly rises into the sky, as the hatchlings enter the ocean. Our marine community grows healthy and strong with the light of the sun. PHYTOPLANKTON are tiny plants that use the light of the sun to make their food. Other marine animals, such as small BAIT FISH and clams, can 3. Have the students look at how the web not make their own food and must eat the has grown and how many strings over- plankton. Reef fish eat any creature lap. Discuss the importance of the rela- smaller than themselves. After a meal of tionships within the marine community. bait fish, a hungry CATFISH gobbles up one of the hatchlings in a single bite! 4. Ask the students what would happen if the plants were taken out of our food Once in the open ocean, young JUVENILE web? [Instruct the student who has sea turtles tend to hang out in floating beds plankton to give his/her string a gentle of seaweed, attempting to hide from preda- pull.] Who feels this pull? tors. But the FRIGATE BIRD flying high above swoops down to snag a quick bite of 5. What if there were no bait fish? [Have sea turtle. SARGASSUM SEAWEED , a that student pull his/her string.] Who favorite treat for the sea turtle, also uses feels this? What if pollution filled the the energy of the sun to make its food. sky and the sun disappeared? Con- Nudibranchs, jellyfish and many other in- tinue to discuss what happens when vertebrates - as well as many fish - find “links” are removed from the food web food and shelter in the sargassum. and what it might mean for the rest of the marine community. As sea turtles grow up, they swim faster, dive deeper, and their shells grow stronger. EXTENSION Fewer predators can eat ADULT sea turtles. Only predators with strong jaws and 1. Students can recreate the web in the sharp teeth can cut through their hard form of a collage by mounting their shells. The GREAT WHITE SHARK has character on a chalkboard or wall, and no trouble at all eating an adult sea turtle. then showing connections by either In the Caribbean Sea, TIGER SHARKS eat drawing lines or pinning yarn between many sea turtles. the items pictured. What items makes the most connections? The least? How Sea turtles face many natural threats during do local fisheries affect the web? How their lifetime, and it is amazing that any sur- does coastal development affect the vive to adulthood, but they do! One warm web? summer night, an adult female sea turtle crawls up the BEACH to lay her eggs. She clears the area of debris using her front flippers and then begins to dig the nest cavity using her hind flippers. Quietly she deposits 100 pearly, white eggs.

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Members of the Marine Community

Sun Air

Bait Fish Sargassum Seaweed

Phytoplankton Beach

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Members of the Marine Community

Ocean Sea Turtle Eggs

Sea Turtle Hatchling Adult Sea Turtle

Juvenile Sea Turtle

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DAY 3: Slide Show (Background Information)

Natural Threats

SUMMARY ♦Preparation Time: Students will identify the many natural 10 minutes predators sea turtles face during different life stages, how weather and ero- ♦ Activity Time: sion can destroy nests, and how natural 30-45 minutes disease may affect sea turtle survival.

♦ Materials Needed: Projector OBJECTIVES Laptop Computer Provided PowerPoint Presentation Provided PowerPoint Narration Students will: Laser Pointer (if available) • Name 3 natural predators of sea turtles • Name 3 life stages of sea turtles ♦Setting: • Classroom Discuss food webs and each players important role in the ecosystem

2. Ask the students to temporarily stop working on all crafts, journal entries, etc. and direct their attention toward you. They will have more time to finish their projects later.

3. Instruct the students to sit quietly during the Presentation and encourage them to ask questions by raising their hands.

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ACTIVITY [1] [1] Introductory comments at the discretion of the speaker . Many animals take advantage of the seasonal abundance of small turtles. Due to their small size, hatchlings are ex- tremely vulnerable from the moment they emerge from the nest. During this presentation, you will learn about the variety of natural predators that prey on sea turtles at different life stages.

[2] [2] This is a picture of a food web. Can someone explain to me what this means?

A food web is a series of organisms related by predator-prey and consumer-resource interactions, in other words, the entirety of interrelated food chains in an ecological community. A predator is an animal that hunts and eats other animals. Simply put, a food web is where bigger carnivores (meat eaters) eat smaller carnivores, smaller carnivores eat plants (or sometimes even smaller carnivores!), and plants make their own food from the sun’s energy. That’s why we call plants “primary producers” and why the world could not function without plants – they “translate” the energy of the sun into food that eventually nourishes all life.

[3] [3] Here is an example of a sea turtle’s food web. Can someone tell me what kind of sea turtle this is? Correct, a Loggerhead! The Loggerhead eats crabs and sometimes fish; crabs also eat fish; larger fish eats smaller fish; but who eats the sea turtle?

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[4] [4] Let’s start at the beginning. Sea turtles begin their lives on land as eggs.

[5] [5] About 60 days after being laid in the sand, they emerge from their nest as hatchlings. What predators do you think could harm sea turtles while they are still in their eggs? What predators eat hatchlings crawling on the beach?

[6] [6] Ghost crabs eat both eggs and hatchlings. The nest of sea turtle eggs is burrowed into by beach crabs, such as the common ghost crab shown here. The ghost crab breaks into the nest and may only feast on a few eggs. However, the crab has left the nest exposed and provided easy access for other predators. Hence, the nest is probably doomed.

[7] [7] Ghost crabs are also known to snatch hatchlings as they make their way to the ocean, using their large front claws. Crabs are a very important part of the circle of life. They often eat dead animals, for example, and therefore are necessary for keeping our environment clean.

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[8] [8] Other predators of eggs and hatchlings are shore birds, such as the night heron. Since these birds are nocturnal (meaning that they are active at night), they are present when the sea turtles emerge from the nest. Her- ons and other shore birds are known to walk up and down the beach, listening for the sound of emerging hatchlings digging up and out of the nest. They can “hear” this vibration with their feet and know just where the baby turtles will come to the surface! Some of the larger birds can swallow a hatchling in one gulp!

[9] [9] The mongoose is an introduced species, meaning that it was brought to the region from foreign lands. This species is a real problem for sea turtle nests throughout the Caribbean. Mongoose have a strong sense of smell and are able to seek out the nests. Hawksbill nests are especially vulnerable because they are often laid near vegetation, and, because the Hawksbill is a rather small turtle with rather small flippers, the nest hole is not as deep as it is for a Green turtle or a Loggerhead.

[10] [10] Can you guess what else might eat eggs and hatchlings? Would you have guessed “insects”? Probably not. But fire ants, for example, are also an introduced species that cause many problems. How can something smaller than an egg or hatchling be a problem? Ants will swarm a slow hatchling on its way to the water, attack a hatchling that has been flipped over by beach debris, and will also feed on exposed eggs and/or dead hatchlings.

A series of natural stresses can actually lead to the loss of an entire nest! Remem- ber back to the first predator we talked about, the ghost crab. Imagine the ghost crab burrows into the nest and abandons it. Since it is already exposed, flies enter the burrowed opening and lay their eggs amongst the broken turtle eggs. The fly eggs hatch and the hungry larvae feed on the decaying eggs left by the crab. The larvae also crawl on the healthy eggs, spread- 79 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

[10] continued ing fungus that may lead to the failure of otherwise healthy eggs. As the majority of eggs and embryos start to decay, the result- ing stench rises up through airspaces in the sand, eventually reaching the beach and attracting small mammals, such as mongoose, to the site.

[11] [11] Feral animals and unleashed pets are not part of the natural ecosystem and are often the direct result of human settlement. Thou- sands – sometimes tens of thousands – of hatchlings are eaten by roaming dogs on a nightly basis at some Caribbean beaches.

[12] [12] Once in the water, there is another set of predators that consume the frantically swimming hatchlings. As they grow larger they gain protection from ocean predators, but until they are about the size of a dinner plate they are very vulnerable. What do you think eats turtles when they are very small?

[13] [13] Sea birds use their powerful eyesight to spot hatchlings and snatch them up. Hatch- lings are very active and must frequently surface to breathe, making them an easy target from above. However, being small is also an advantage in that hatchlings can find shelter in floating seaweed and under objects adrift at sea. Can someone remember the special kind of coloration that some hatchlings have? Right, “counter-shading”! This is where the top side is darker than the lighter underside. This helps to camouflage them from airborne predators, such as sea birds.

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[14] [14] The lighter underside of a sea turtle hatchling helps to protect them from predators below, such as reef fish. There are a number of species, such as catfish and jacks, that wait within the coral reef to feed on the tiny hatchlings. Research shows that many if not most hatchlings are lost within the first hour after they enter the sea. But what about when they reach the size of a dinner plate? Does their life become easier?

[15] [15] Very young sea turtles spend the majority of their time in the open sea, hundreds or even thousands of miles from shore, away from coastal predators. As they grow they become stronger swimmers and eventually they return to coastal waters where they fall prey to larger fish, including sharks. Tiger sharks actively feed both day and night, and young sea turtles are among their favorite prey.

[16] [16] Once they have reached full maturity, an adult’s large size means fewer predator at- tacks. Their hard carapace (top shell) and plastron (bottom shell) give them protection from most predators, but not all.

[17] [17] Orca whales are the largest of the dolphin family and are known to hunt in packs. They have powerful jaws full of highly spe- cialized teeth that are able to cut through the hard shell of the adult sea turtle. Leath- erbacks have also been found in the stom- achs of orca whales in the Caribbean Sea.

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[18] [18] Sharks are predators that prey on all sea turtle life stages. They have teeth that are perfectly designed to cut through the hard carapace and plastron of an adult sea turtle, but only the largest sharks can successfully hunt a fully grown sea turtle. An adult sea turtle can turn its carapace like a shield toward the shark, and in this way prevent a fatal wound.

[19] [19] Predators are not the only cause of death in sea turtles. Sea turtles get sick, just like we do. First seen in Green sea turtles in the USA, theses tumorous growths are known as fibropapillomas and they are found in nearly all sea turtle species. The tumors grow both externally and internally, including on the flippers, the neck, mouth and eyes. Sometimes they greatly inhibit the sea turtle’s ability to seek shelter, find and eat food, and move about. Scientists cau- tion fishers never to eat a turtle that has become sick.

[20] [20] Environmental conditions can also result in death to sea turtles or their eggs. Nest loss to erosion due to heavy rains or high tides can cause nest failure. As mentioned earlier in the week, sea turtle embryos breathe through porous eggshells. If the nest was to get inundated with water, the eggs would drown. If sand piles up on top of the nest due to natural processes (like wind), it can be difficult for hatchlings to successfully climb to the surface. Unusual heat or cold, root growth, and bacterial invasions also pose threats.

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[21] [21] Sometimes biologists move eggs from high risk areas, but this must be done within 24 hours of the eggs being laid. After that time, the very, very tiny embryo attaches to the shell in order to breathe during its development …. and then moving the egg can kill the embryo (basically it drowns in its own fluids). Only trained biologists should handle or move sea turtle eggs, so if you find a nest at risk you should always contact a fisheries or wildlife officer.

[22] [22] In conclusion, it is estimated that only 1 in 1,000 eggs survives to a mature turtle. This is the natural cycle, for all living things must eat to survive and the selection process en- sures that only the strongest turtles will eventually produce eggs of their own. To counter high levels of natural mortality in young turtles, the turtles that live to adulthood must live a long time and a female must lay thousands of eggs in her lifetime.

[23] [23] One thing is clear—the most important sea turtles to protect and care for are the large adults. One of the reasons our sea turtles are endangered is that far too many adult turtles have been killed, including nesting females. When this happens, there are not enough adults left to produce the eggs or the next generation of sea turtles. Any questions?

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DAY 3: Game Egg -cellent Nest Protectors

SUMMARY ♦Preparation Time: Students will learn about the egg lay- 30 minutes ing process by participating in an ex-

♦ ercise where they become a nesting Activity Time: female and must hide their eggs in Warm Up the sand (this game involves food). 30 minutes Activity 20 minutes

♦ OBJECTIVES Setting: Outdoors or indoor space Students will:

♦ Materials Needed: • Learn how difficult it is for sea turtles to lay Instant Jello pudding (any flavor) their eggs Graham crackers • Mini-marshmallows Name 2 adaptations that sea turtles have for Whipped cream nesting Styrofoam plates • List 2 ways female sea turtles protect their Paper towels eggs from predators

♦Subject Areas: PROCEDURE Anatomy Ecology Warm up Food Science 1. Prepare the pudding as directed on the pack- age, making enough so that each student re- ♦Skills: ceives at least 1/2 cup of pudding. Comprehension Drawing Connections 2. Place the graham crackers, one full cracker per student, in a Ziploc bag. Crush them by applying pressure with your hands. ** NOTE: This activity involves food! Make sure students are not allergic to the ingredients NOTE: Be sure to check that the students partici- used in this game.** pating in this game are not allergic to any of the ingredients used in this activity! 84 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

ACTIVITY

1. Ask the students how nesting females dig their nest. Do they have hands to help them dig their nest? No, they use their hind flippers. Are they able to see the hole they are digging? No, they rely on their instincts. After laying their eggs, do they immediately return to the sea? No, first they cover their eggs.

2. Explain to the students that they will be acting as nesting females in this game. They will have to bury their Eggs (marshmallows) in the Sand (pudding, whipped cream, and graham crackers) 6. When given the signal, the students be- only using their mouths. They can not gin to move their Eggs (marshmallows) use their hands! from their napkins into the Sand (pudding, graham cracker crumbs, and NOTE: Some students may not want to whipped cream), one at a time. They participate in this game. Encourage all stu- must continue to move the Eggs and dents to give it a try but if they decide not to bury them until all Eggs are safely cov- involve them in cheering on their class- ered in the Sand. mates. 7. After fully covering 5 Eggs, ask the stu- 3. Provide each student with a plate and a dents to raise their hand to signal that napkin. Give each student 5 marshmal- they are done. A staff member will lows, and have them place them on check the nest to determine if the Eggs their napkin. are fully protected or if they need to keep covering. 4. Next, give each student one-half cup of pudding, followed by some graham 8. The first Turtle to successfully cover all cracker crumbs and lastly some her Eggs wins! whipped cream, on the plate. 9. As the students enjoy their “nest”, dis- 5. Have all participating students stand in cuss with them their experience. Was it front of their nesting materials with their easy or hard to bury the Eggs in the hands behind their back. Sand? What if the Sand was harder? Was it hard just using your mouth? What if you had to do it with your eyes closed? Would it have been easier if you could have used your hands? Would it have been easier if you could have used your feet?

10. After the students have finished their “nest”, have them wash their faces, and then wash and save their plates. Have the students write their names on the back of their plate. The plates will be reused on Day 4 in “Sea Turtle Prints.” 85 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 3: Game It’s Tough being a Sea Turtle!

SUMMARY ♦Preparation Time: Students will simulate the natural 20 minutes mortality rate of sea turtles as they leave the nest, grow up in the ocean ♦Activity Time: and return to the beach to lay eggs. Warm Up 60 minutes Activity OBJECTIVES 70 minutes Extension (optional) Students will: 30 minutes • Name 3 natural predators of sea turtles ♦Materials Needed: • List 3 life stages of sea turtles Provided Predator Cards • Discuss the odds of a sea turtle survival from Provided Turtle Tags hatchling to adulthood Tape, String

PROCEDURE ♦Setting:

Outdoors or large indoor space Warm up 1. Copy and cut out the Predator Cards and the ♦Subject Areas: Turtle Tags. Place each Predator Card on a Ecology Math string. Print enough Turtle Tags so that each Physical Education student has 5. Cut them out individually and place a rolled piece of tape on the back of ♦Skills: each. Comprehension Team Building NOTE: If possible, laminate all cards/tags for pro- Observation tection and to enable future use.

♦Vocabulary: 2. Set up the playing area by creating a 40 m by Hatchling 20 m rectangle with rope or chalk, or by draw- Life Stage ing a line in the sand/soil. Clearly mark the Predator Start and Finish Lines, one on each short (20 Survival m) side (see picture on following page).

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from the other side and begin grabbing the Turtles’ Tags one at a time. The Predators CAN NOT “attack” a Turtle two times in a row, they must move on to another Turtle, and continue removing one Turtle Tag at a time.

4. Continue until all Turtles cross the Fin- ish Line. Turtles who still have one or more Turtle Tags move onto the next round; those without go to “Turtle Heaven” and sit the rest of the game out. How many Turtles (hatchlings) sur- ACTIVITY vived? Was it easy for the hatchlings to get to the ocean? What about the Organize the students into two groups: Tur- Predators? Was it easy to get a meal? tles and Predators. The total size of the class will determine how many students are Round 2: Into the Ocean Blue in each group. A minimum of 5 Predators is required and there can be a maximum of 14 Predators. With a smaller group, 5 students can play the role of multiple predators. With a group larger than 40, the instructor should duplicate the set of Predator Cards. The remaining students will be Tur- tles.

Round 1: Get to the Water!

1. Distribute 1 of the “Eggs/Hatchlings” Predator Cards to each of the students representing predators. Five (5) Turtle Tags should be given to each student 1. The Turtles have just entered the ocean representing a Turtle. The Turtle Tags where even more predators are waiting should be worn on the students’ chest. to gobble them up! Now, the Turtles must begin their dangerous journey 2. The Turtles have just hatched out of from coastal waters into the open their nest and have to make it across ocean. Surviving Turtles go back to the the beach to the ocean. Have the Tur- Start Line (coastal waters). “Juvenile” tles (hatchlings) line up in a “crab walk” Predators line up at the finish line (open position (bellies up, balancing on their ocean). “Juvenile” Predators can be hands and feet) at the Start Line (the students that were not in Round 1, or nesting beach). The Predators will they can be previous Predators and wear their cards around their necks and play again. line up on the Finish Line (the ocean). 2. Turtles must “swim” (walk slowly with 3. When the signal is given, the Turtles arms acting like flippers) toward the “crawl” toward the ocean as fast as they can. Meanwhile, the Predators race

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open ocean. When the signal is given, 4. How many turtles survived? Explain to Predators will again attempt to take the the students that only 1 sea turtle egg tags away from the Turtles, “attacking” out of 1000 lives to adulthood. What a turtle only once and removing only does that mean for conservation of the one Turtle Tag at a time. species? Discuss what happens to the population when a turtle is removed at 2. Round 2 ends when the all Turtles have each life stage: eggs/hatchling, juvenile, crossed the Finish Line into the open adult. ocean. Students with Turtle Tags will participate in the final round, and those HINT: Remember what you learned in the without Turtle Tags join the hatchings in PowerPoint Presentation. “Turtle Heaven.” Ask the students: Tur- tles, how did your experience in Round 5. Ask the Predators about their experi- 2 differ from the first round? Was it ence. Which Round was the easiest for harder to survive? them and why? In which Round did they collect the most Turtle Tags? Why Round 3: Where’s my Nesting Beach? are there fewer predators as turtles grow up and get bigger? 1. Now the Turtles are adults. They must travel from the open ocean back to the beach where they were born in order to lay their eggs.

2. Predators will switch their cards one last time, to those from the “Adult” category. Adults will swim (run with arms acting as flippers) from the Start Line (open ocean) to the Finish Line (nesting beach). Predators will try to remove the remaining Turtle Tags. EXTENSION

3. Once the Turtles have crossed the Fin- 1. Repeat the entire game, only this time ish Line, the game is over. Bring the have Turtles in “Turtle Heaven” return to students together to discuss the results the game as human associated threats, of the game. Have the Turtles that sur- such as fishing line and nets, buildings vived all 3 rounds sit together, and on the beach, lights, garbage or hunt- those that ended up in “Turtle Heaven” ers/poachers. sit together. Compare the numbers. 2. The hunters/poachers chase after the Turtles like the natural Predators did. Students representing the other threats must choose a place and stand still. They can only catch Turtles by reaching with their arms. How does this affect the Turtles at each life stage? How many survived? Did the Predators experience a difference? How many hatchlings could a single light disorient (kill) each night? What would happen to the Predators if there were fewer Tur- tles to eat? 88 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Predator Cards: Eggs and Hatchlings

Ghost Crab

Night Heron

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Predator Cards: Eggs and Hatchlings

Mongoose

Ants

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Predator Cards: Eggs and Hatchlings Dogs

Predator Cards: Hatchlings at Sea

Sea Birds - Frigate Birds

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Predator Cards: Hatchlings at Sea

Sea Birds - Sea Gulls

Reef Fish - Jacks

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Predator Cards: Hatchlings at Sea

Reef Fish - Catfish

Reef Fish - Barracuda

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Predator Cards: Hatchlings at Sea

Reef Fish - Grouper

Sharks - Tiger

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Predator Cards: Adults

Orca Whales

Sharks - Great White

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Turtle Tags (Duplicate so each “Turtle” receives 5 Turtle Tags)

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DAY 3: Craft Sandy Sea Turtles

SUMMARY ♦Preparation Time: Students will create sea turtles in the 10 minutes sand, recalling and demonstrating species specific characteristics

♦ learned in previous lessons. Activity Time: 20 minutes

OBJECTIVES ♦Materials Needed:

Sandy Beach Students will:

♦Setting: ♦ Learn to distinguish sea turtle species based Outdoors, Beach on tracks, diet and/or habitat

♦Subject Areas: Anatomy ACTIVITY Ecology Fine Arts 1. Have the students work in pairs or individually to create sea turtles in the sand, keeping in ♦Skills: mind that others will be trying to guess what Communication species it is. Encourage them to incorporate Creative Skills clues into their work- turtle size, diet, habitat, Team Building or the shape of its tracks. Observation 2. After about 20 minutes, have half the students walk around and try to guess what species of sea turtle their classmates have made. Then switch and let the other students do the same.

4. Discuss with the students why they chose their species. What particular “clues” were most often used? Tracks? Scutes? Size of head?

5. Invite a local reporter to cover this unusual art exhibition, giving the students a chance to talk about what they have learned. 97 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8 Day 4 ______

Human-Associated Threats to Sea Turtle

Survival

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DAY 4: Craft Sea Turtles Prints

SUMMARY ♦Preparation Time: Students will sketch an image of 15 minutes a sea turtle, create a printing block, and make a color print. ♦ Activity Time: 40 minutes

♦ OBJECTIVES Materials Needed: White copier paper Students will: Pencils Styrofoam plates from Day 3 • Scissors Learn how to use recycled materials to make Tape sea turtle prints. Paint • Discuss how recycling and reusing materials Paint brushes can reduce human-caused threats to sea tur- Books/magazines with pictures of tles and increase their survival. sea turtles ACTIVITY ♦Setting: Classroom 1. Give each student their Styrofoam plate from yesterday and a piece of paper. Instruct them ♦Subject Areas: to cut the sides off the plate so that that they Anatomy have a flat piece of Styrofoam. Ask them to Ecology trim their piece of paper to the same size as Fine Arts the flat piece of Styrofoam.

♦ Skills: 2. Using a pencil, have the students sketch an Creative Skills image of a sea turtle, designing their own or Decision Making selecting an image from a book or magazine, Observation on the piece of paper.

3. When the sketch is complete, tape it to the plate. Each student should retrace their sketch on the plate, pressing hard enough to indent the Styrofoam, but not puncturing it all

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the way through. In this way, each student has created a printing block. Printing Block (Styrofoam plate)

4. Instruct the students to remove the paper, and assess their printing block (plate). If they didn’t press hard enough, they may need to retrace the sketch into the plate.

5. After choosing a paint color, ask the students to spread a thin, even coat of paint on the printing block (plate).

6. Instruct the students to place a clean piece of paper on top of the printing block and smooth over it with their hands to transfer the ink from the block to the paper. Have them slowly peel the paper off the printing block to reveal Sea Turtle Print a sea turtle print.

NOTE: If the student used too much paint on the printing block, the print may come out smudged. Remove some of the paint and repeat as necessary.

Reuse Recycle Reduce

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DAY 4: Slide Show (Background Information)

Human -Associated Threats

SUMMARY ♦Preparation Time: Students will learn how humans nega- 10 minutes tively impact sea turtles on land and at sea. In addition to direct harvest, human ♦ Activity Time: have damaged or eliminated many Car- 30-45 minutes ibbean nesting and feeding grounds.

2. Ask the students to temporarily stop working on all crafts, journal entries, etc. and direct their attention toward you. They will have more time to finish their projects later.

3. Instruct the students to sit quietly during the Presentation and encourage them to ask questions by raising their hands.

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ACTIVITY [1] [1] Introductory comments at the discretion of the speaker . Many of the reasons sea turtles are endangered have to do with how we as humans treat and use both marine and coastal environments. Human impacts have caused once thriving populations of sea turtles to plummet. Human-associated threats can be either direct (done intention- ally) or indirect (done accidentally).

[2] [2] What do you notice about this picture? Do you see that the house is right on the water? The owners built a wall to protect the property from the sea, but as a result the beach washed away. As more and more people develop and live in coastal areas it is becoming increasingly difficult for a sea turtle to find a dark, quiet sandy beach to lay her eggs. Coastal development often re- moves natural vegetation from the beach. Can you remember which sea turtle prefers to nest in or very near to vegetation? (Hawksbills) Vegetation also helps to hold the sand in place and prevent erosion, and it moderates the temperature of the beach, preventing the sand from becoming blister- ing hot. [3] [3] During construction heavy machinery is often right on the beach, causing compaction (reducing air space between sand grains) and possibly trapping hatchlings in the sand. Heavy machinery can also crush nests and kill embryos and hatchlings hid- den beneath the sand. Finally, sand compaction can result in a very hard beach surface, making it impossible for nesting females to successfully dig a nest.

[4] [4] This is an extreme case of coastal development found in Dubai, United Arab Emirates. What do you notice about this picture? No vegetation, tall buildings with lots of windows. Why might lots of windows be a problem for sea turtles?

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[5] [5] Photopollution, or the presence of detrimen- tal artificial light in the environment, can be disorienting to nesting females and lethal to recently emerged hatchlings. As previously discussed, sea turtles use subtle visual cues to orient themselves down the beach to the surf line. Lights from hotels, restau- rants, homes, tennis courts and even beachgoers (with flashlights) can mislead hatchlings, causing them to head inland, away from the sea. Both adults and hatchlings use precious energy stores wandering around on land, decreasing their chances of survival. Researchers have reported adult female turtles trapped in swimming pools, and hatchlings crushed on road surfaces.

[6] [6] Beach “nourishment” is not common in Car- ibbean islands, but it could become more so as coastal development and erosion increase. Beach nourishment is a costly process where sand is brought in from another source to replace sand that has been lost to erosion on the developed beach. From the picture you can see how the width of the beach is being increased, using lots of heavy machinery. The new sand is often of different grain size, and in some cases is incompatible with incubation. Sand is usually taken from an offshore source through a dredging process, and the dredge can also do a lot of damage as it moves along the ocean floor much like a large vacuum, suck- ing up sand, rocks, plants and sometimes animals, even large sea turtles.

What do think happens when the new sand is a different color? Do you remember what we said about how sex is determined in sea turtles? Warmer temperatures produce females, while cooler temperatures favor males. Think about when you go out on the beach wearing a dark color … you feel really hot because dark colors absorb sunlight, while light colors reflect it. Think about what darker colored sand would mean for sand temperatures. Darker sand used to replenish the beach raises the incu-

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[6] continued bation temperature, perhaps altering the sex ratios of sea turtle populations by producing mostly females. Although beaches are dy- namic and through seasonal changes in currents, for example, sand is washed away, Nature has a way of bringing it back. It is only when humans alter the coastline that this natural process is disturbed and artificial “nourishment” is needed.

[7] [7] Tourism activities often lead to the destruc- tion of habitats. Boats drop their anchors without thinking about the damage caused, breaking off pieces of coral and leaving deep trenches through sea grass beds. In- experienced snorkelers and scuba divers also damage important marine habitats by standing, kicking and touching, in addition to removing shells, coral and other marine animals as souvenirs.

[8] [8] Coastal development is often a direct result of tourism pressure. To accommodate growing numbers of tourists, hotels and res- taurants are built, usually on the beach. Attractions like snorkeling and scuba diving invite tourists to view sea turtles up close and personal. Although most operations stress the importance of giving these creatures their space, some tourists go right up to the turtles, touching them and in some cases trying to catch a ride. This can severely stress the sea turtle!

Activities such as boating also cause a number of problems for sea turtles. Propel- ler strikes and vessel collisions can cause severe head and body injury. As recrea- tional boating and marine tourism activities increase, the potential for sea turtle injury from these activities also increases.

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[9] [9] Increased development along coastlines also increases the amount of pollution that enters our waters. This could be in the form of liquids (oil and gasoline), gases (air pollution that eventually rains down into the sea) or solid waste like plastic, glass, and metal.

[10] [10] Marine debris is a fancy way of describing garbage in the water. Would you want to swim in this water? No way! And neither does marine life! There are two ways that marine debris harms sea turtles.

[11] [11] The first is through ingestion, or consuming (eating) the garbage. Can you remember what Leatherback sea turtles eat? That’s right, jellyfish. To a sea turtle, these plastic bags and latex balloons floating in the water look like jellyfish. Consuming this garbage can cause choking, and the bags sometimes block passage to the stomach or lungs so that the turtle is unable to eat or breathe. They can also fill the stomach with garbage, causing the animal to think it’s full when in fact it’s slowly dying of starvation. Aluminum foil, fish hooks and Mylar balloons can resemble small “sparkly” surface fish. These materials, once ingested, can cut stomach and intestines, causing internal infections and even death.

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[12] [12] The other way that marine debris can harm sea turtles is through entanglement – meaning that the turtle is caught and tangled up. Sea turtles do not have fingers like you and I, and they cannot untie themselves if they get caught in a submerged net or fishing line. As we mentioned on the first day, sea turtles are air breathing reptiles and must come to the surface to breathe. If they get entangled underwater and are unable to return to the surface, they will drown. Sometimes the entanglement will not com- pletely incapacitate the sea turtle, but over time the fishing line or other garbage cuts into their soft tissues and may amputate a limb. Heavy nets can increase drag, making it more difficult for sea turtles to move around or escape predators.

[13] [13] We have seen that when fishers leave nets and fishing line in the water, sea turtles and other marine life can become entangled in them. Another way in which fishers accidentally harm sea turtles is through bycatch, or the incidental capture of species not intended to be caught. For example, you are trawling for shrimp but you also catch bottom feeders, like Loggerhead sea turtles or sand sharks, then the turtles and the sharks are known as “bycatch”. Sometimes sea turtles are actually attracted to the bait, for example squid used in long-line fisheries, and they get caught on the baited hook or entangled in the line. Some estimates are that hundreds of thousands of sea turtles in our region are wasted due to their death as bycatch every year.

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[14] [14] In contrast to the issue of bycatch, in some countries it’s legal to catch sea turtles directly. Many cultures throughout the Carib- bean consume sea turtle meat and eggs, and when sea turtles were plentiful that was less of a problem than it is today. The goal of sea turtle management is to harvest these animals sustainably. What does “sustainable” mean? How might a sustainable harvest be achieved? [ Discussion : Perhaps by quotas so that fishers don’t take too many turtles, by protecting the mother turtles and their eggs, and by making sure that important habitats, like sandy beaches and coral reefs, are kept safe from pollution. Can you think of other ways we can ensure there will always be sea turtles in our waters?]

[15] [15] Sea turtle are sometimes harvested for their shells to be used as decorations. The scutes of the Hawksbill turtle are used to make crafts and jewelry. Leatherback oil was once used for a wide variety of purposes, from varnishing boats to medicinal uses. Centuries ago these products were essential to life in the Caribbean region. Native cultures used sea turtles not only for meat and oil, but also to fashion fishing hooks and other tools, make leather, and rock babies (in large carapaces)! Today most Caribbean countries protect their sea turtles, and it’s against international law to carry sea turtle parts or products across national borders.

[16] [16] In conclusion, although human-caused threats pose major problems for sea turtles all over the world, there is a growing awareness of the important role these creatures play in the ecology and economy of tropical countries and that depleted populations are in need of greater protection. It is not too late! We can all play a role in sea turtle survival. Can you name some ways in which you could change your behavior in order to help sea turtles and other marine creatures survive? We’ll talk more about this subject tomorrow! Any questions? 107 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 4: Game Garbage in the Water

SUMMARY ♦Preparation Time: Through role play, students will simulate

30 minutes how humans contribute to pollution of the

marine environment. This example dem-

♦ onstrates that just as we each contribute Activity Time: to the problem, we can also each be part Activity 30 minutes of the solution.

♦Materials Needed: OBJECTIVES A clear gallon tub of water, plastic film canisters (canister are often Students will: available for free at film processing • stores), labels or masking tape, can- Learn how humans contribute to pollution • ister ingredients (listed in the activ- Learn how humans can help prevent/solve ity), optional– plastic marine life toys the problem of marine debris (fish, sea turtles, sharks, etc.) PROCEDURE ♦Setting: Warm up Classroom or Outdoors 1. Collect and assemble the following items in sufficient quantity to ensure that each student ♦Subject Areas: has at least one item. Some items (oil, soil, Ecology baking soda, instant coffee) can be placed in labeled film canisters or plastic bags. ♦Skills: Comprehension Oil (soy sauce) Plastic bags Discussion Fishing Net (hair net) Fishing line (dental floss) Group Cooperation Soil Barnyard (instant coffee) Observation Food scraps Fertilizer (baking soda) Role Playing Newspaper Styrofoam Soapy water Toy boat ♦ Vocabulary: Glass bottle Aluminum can Marine Debris Aluminum foil Apple core Factory waste (diluted red food coloring) Marine life toys (small plastic fish, sea stars, turtles, crabs, etc.)

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2. Fill a clear, gallon tub or container 3/4 full with clean water.

ACTIVITY

1. Provide each student with at least one 6. Have the students that represented the item and ask them to sit on the floor in a marine life toys discuss how this (the circle around the water tub. polluted water) affects each of them.

2. Explain to the students that the tub of 7. Ask the students what should be done water sitting in front of them is going to next. Should we leave it like this? represent the Ocean. Ask the students, Have each student think about the pol- how does the water look? Would you lution they “disposed” of in the Ocean. want to swim in it? What else would What could each of us do to prevent you expect to see in the Ocean? this from happening or reduce the amount? 3. Have each student with a marine life toy come up, one at a time, announce to 8. Ask the students to discuss how to the class what they have, what they use clean the Ocean. Then instruct them to the Ocean for, and place the toy in the remove their item, if possible. Is it eas- Ocean. ier to prevent pollution, or to clean it up later? 4. One at a time, have the students with the garbage items do the same. Before pouring the item into the Ocean, have the class discuss where it came from and the harm it might cause. Continue until every student has poured their container (or placed their item) in the Ocean.

5. After everyone has “disposed” of their item, have the students take a close look at the Ocean. How does it look now? Would they want to go swimming? Do you think a tourist would want to come here? What happens if tourists stop coming to this area? 109 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 4: Game Sea Turtle Survivor

SUMMARY ♦Preparation Time: Students will learn the threats that

20 minutes face sea turtles as they journey in

the water and on land. ♦ Activity Time: Warm Up 30-45 minutes OBJECTIVES Activity 70 minutes Students will: • ♦Materials Needed: Name 3 natural threats to sea turtle survival • 5-10 Copies of Sea Turtle Survivor Name 3 human-associated threats to sea Board (provided) turtle survival 5-10 copies of Turtle Trivia Cards • Learn how sea turtles, at different life stages, (provided_ are affected by humans Dice (or coins) 5-10 of the Turtle Tokens (provided) PROCEDURE Warm up ♦Setting: 1. The class will be divided into teams of 4 to 5 Classroom or Outdoors students. Photo copy the Turtle Tokens, Sea Turtle Survivor game board, and Turtle Trivia ♦Subject Areas: cards so that each group has one game Ecology board and a full set of Trivia cards, and each student has a unique Turtle Token. ♦Skills: Comprehension ACTIVITY Drawing Connections Group Building 1. Divide the class into teams of 4 to 5 students Role Playing and give each team a game board, full set of

♦ Turtle Trivia Cards, and a die. Give each stu- Vocabulary: dent a unique Turtle Token. If dice are not Natural Threats Human-Associated Threats available, you can use two coins. If the coins both land “heads” up, that is 1, mixed is 2, and both landing on “tails” is 3.

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NOTE: To adapt this to an outdoor environment, simply draw the game board in the sand or on a paved surface using chalk.

2. Explain the following rules to the students. • Everyone should roll the dice to decide who goes first. The highest roll goes first, the game proceeds clock- wise. • Each player places their Token on the START space. • The first player rolls a die and moves their token the number of paces the die indicates. When a player lands OUTDOOR OPTION: If the student lands on a space, he/she must follow the on a Turtle Trivia space, a card is drawn instructions on that space. and the rest of the team must answer the question. OUTDOOR OPTION: If this is being done outdoors, 1 member of the team will repre- • Play until one player reaches the end sent the Turtle Token and will move along and correctly answers the Turtle the board. Trivia question.

3. After the students have played the game, lead a discussion about how difficult it is for hatchling sea turtles to survive. Have the students list the man- made and natural threats that they encountered during the game. Which do the students think are the most important survival threats in the area?

4. Make a list of the threats encountered by the students. Have the students pro- pose solutions to the man-made threats.

5. Discuss with the students how each of • If the space is a Turtle Trivia, the them (and their families) could change player is asked a question from the their behavior in some way in order to Turtle Trivia Cards. The player to help sea turtles. his/her right draws the top card and reads it aloud. If the player answers 6. Invite a local fisheries officer or policy- correctly, he/she rolls again, if incor- maker to talk to the students about laws rect, he/she remains in place, and that protect sea turtles and their habi- the die is passed to the next player. tats, why these laws are important, and who enforces them.

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Sea Turtle

Survivor

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Turtle Turtle Turtle

Trivia Trivia Trivia Turtle Turtle Turtle

Trivia Trivia Trivia

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How many species of What sea turtle is Adult female leather- sea turtles are found the most endan- back sea turtles in the Caribbean Sea gered (has the small- weigh about: est population) of all Answer: 6 the turtles in the A. 20-40kg Caribbean Sea? B. 100-200kg C. 350-550kg Answer: Kemp’s D. 700-1000kg Ridley Answer: C

What is the largest True or False: Sea A sea turtle is a(n): sea turtle in the Car- Turtles can breath ibbean Sea? underwater. A. Insect B. Amphibian Answer: Leather- Answer: False C. Reptile back D. Mammal

Answer: C

Do sea turtles have What do sea turtles How do sea turtles gills or lungs? drink? rid themselves of ex- cess salt in their Answer: Lungs Answer: Sea water bodies?

Answer: By shed- ding tears

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Turtle Turtle Turtle

Trivia Trivia Trivia Turtle Turtle Turtle

Trivia Trivia Trivia

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True or False: A sea Where do sea turtles Instead of teeth, sea turtle can pull its head sleep? turtles have: and limbs into its shell for protection. A. On the beach A. Gums B. In reefs or “sleeping B. Incisors and Answer: False holes” on the ocean molars floor, or floating at C. Canines the surface D. A strong beak C. In the forest behind and jaws the beach D. In the “Turtle View” Answer: D Condominiums

Answer: B

Which of the following Green sea turtles are: Which of the following is NOT a food source is NOT a predator of sea turtles? A. Herbivores for sea turtles?

B. Carnivores A. Ghost crabs C. Omnivores A. Jellyfish B. Coconuts B. Humans C. Sponges Answer: A C. Seaweed D. Small crabs D. Sharks E. Sea gulls Answer: B Answer: C

True or False: Sea When do hawksbill True or False: A fe- turtles cry only dur- sea turtles nest? male sea turtle will ing nesting. lay, on average, A. At night about 100 eggs per Answer: False B. During the day nest. C. Only during the full moon Answer: True D. Only after a storm

Answer: A

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Turtle Turtle Turtle

Trivia Trivia Trivia Turtle Turtle Turtle

Trivia Trivia Trivia

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Sea Turtle lay their Sea Turtle eggs usually What determines eggs on: hatch after whether a sea turtle approximately: will hatch out as a A. Rocky Shores male or female? B. Sandy Beaches A. 2 days C. Coral Reefs B. 10 days Answer: Tempera- D. Fishing Piers C. 60 days ture of the sand dur- D. 1 year ing incubation Answer: B Answer: C

True or False: Fe- Could lights shining Does the bright open male sea turtles re- on the beach cause horizon over the sea main with the nest to hatchling sea turtles attract sea turtle incubate their eggs. to crawl in the wrong hatchling to the direction, away from ocean? Answer: False the ocean? Answer: Yes Answer: Yes

Where is it thought Approximately how Can residential and hatchling sea turtles many sea turtle eggs commercial develop- spend the first years of make it to adulthood? ment along the coast their life? reduce good nesting A. Every one habitat? A. Floating in sea- B. One in ten weed mats at the C. One in 100 Answer: Yes ocean surface D. One in 1000 B. Buried on the ocean floor Answer: D C. In the sand dunes

Answer: A

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Turtle Tokens

119 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Sea Turtle Survivor

Adapted from: Bland, S. 2001. Sea Turtle Trek. Hammocks Beach State Park. Swansboro, North Carolina.

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121 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 4: Game T-H-R-E-A-T

SUMMARY ♦Preparation Time Students will play a version of 15 minutes BINGO that illustrates the many threats that sea turtles face. ♦Activity Time: 20 minutes PROCEDURE ♦Materials Needed: Warm up Threat Boards (provided) 1. Make copies of the Threat Boards. Depend- Playing chips (small shells, bingo ing on the size of the class, students may chips or coins) need to work in pairs. There are 25 different Threat Boards included on the CD, so plan ♦Setting: accordingly. Indoor space 2. Cut the 25 threat “pieces” from one board and ♦Subject Areas: place them in an envelope. Collect a suffi- Ecology cient number of playing chips; theses might be small shells, rocks, etc. ♦Skills: Comprehension ACTIVITY Team Building Listening 1. The students may work in pairs or individu- Observation ally; give each 1 Threat Board and 15 playing chips.

2. The instructor will choose 1 Threat and read it aloud. If the students have it on their playing board, they cover it with a playing chip. Once 5 threats in any direction (up and down, side to side, or diagonal) are covered, the student must raise his or her hand and shout THREAT! The instructor will confirm that the board is properly covered, and ask whether the threat is natural or human-associated.

3. Continue to play as time allows. 122 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Threat Board

123 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8 Day 5 ______

How People Can Help

Sea Turtles

124 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 5: Craft Salty Sea Turtles

SUMMARY ♦Preparation Time: Students will make biodegrad-

30-45 minutes able sea turtle ornaments and

decorate a designated area to

♦ increase sea turtle conserva- Activity Time: tion awareness. Warm Up 10 minutes Activity

30 minutes OBJECTIVES

♦Materials Needed: 1 cup flour Students will: • 1/2 cup salt Create biodegradable sea turtle ornaments 1/2 cup water • Decorate a pre-selected destination to in- Food dye (optional) crease public awareness of conservation is- Markers sues Recycled yarn or string Sea turtle cookie cutter or the Pro- PROCEDURE vided Sea Turtle Pattern Warm up ♦Setting: 1. Prepare the sea turtle ornament dough as Classroom directed below.

♦ Subject Areas: ♦ Mix 1 cup of flour, 1/2 cup of salt and 1/2 cup Fine Arts of water together to form a ball. Divide dough

♦ into smaller pieces. If desired, sprinkle dough Skills: with drops of food dye until the ideal color is Communication attained. Roll out the dough or press it flat Comprehension Listening with the palm of your hand. Form dough into shape using cookie cutters or the Sea Turtle ♦Vocabulary: Pattern provided. Make a small hole near the top of the ornament for hanging. Bake at Biodegradable o 350 F for 20 minutes or until hard. Let sit 10 minutes, or until cool.

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Sea Turtle Pattern 4. As the students finish decorating, explain that, as a class, they will be temporarily donating their ornament to [X] organization, along with some additional information about sea turtle conservation. Establish a time (perhaps 2 weeks later) when the students will pick up their ornaments from [X] organization. The students will be responsible for retrieving their own ornaments.

The objective is to share some of the knowledge gained over the past week with the community, and to increase awareness.

2. Establish a partnership with a local organization or charity such as a library, community center, dive shop, bank, etc., to display the sea turtle ornaments- along with a conservation message- NOTE: Since the ornaments are made of when the activity is complete. non-toxic, biodegradable materials, they

can be hung outside, and they will disinte- ACTIVITY grate with the next rain. Be sure to return

to pick up the string unless it, too, is biode- 1. Lead a discussion of human-associated gradable (e.g., hemp string)! threats to sea turtle survival, the focus

of yesterday’s lessons. Highlight the

threat of pollution.

2. Explain to the students that they are going to make biodegradable sea turtle ornaments and that “biodegradable” is material that, left to itself, will be broken down by natural processes.

3. Give each student an ornament to decorate with markers. Make sure they write their name on one side of the ornament. 126 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

DAY 5: Slide Show (Background Information)

How People can Help Sea Turtles

SUMMARY ♦Preparation Time: Students will learn how people of all 10 minutes ages can participate meaningfully in sea turtle conservation, ensuring the survival ♦ Activity Time: of a valuable natural asset for future 30-45 minutes generations.

♦ Materials Needed: Projector OBJECTIVES Laptop Computer Provided PowerPoint Presentation Provided PowerPoint Narration Students will: Laser Pointer (if available) • Name 3 different types of people who can help sea turtles ♦Setting: • Classroom Name 2 things that they themselves can do to help turtles • ♦Subject Areas: Learn about local sea turtle conservation ef- Anatomy forts Ecology PROCEDURE ♦Skills: Warm up Comprehension 1. Set up the projector and load the “Introduction Listening to Sea Turtles” PowerPoint Presentation. Re- Observation view the PowerPoint Narration and feel free to include additional information as you present.

2. Ask the students to temporarily stop working on all crafts, journal entries, etc. and direct their attention toward you. They will have more time to finish their projects later.

3. Instruct the students to sit quietly during the Presentation and encourage them to ask questions by raising their hands.

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ACTIVITY [1] [1] Introductory comments at the discretion of the speaker . Yesterday we talked about the human-associated stresses that sea turtles face. Today we are going to discuss how ordinary people, including youth, can help sea turtles.

[2] [2] First, researchers help sea turtles by collect- ing information important for management purposes. For example, how many turtles are there? Are they healthy? Where do they feed and/or nest? This information is used to help policy makers develop rules and regulations that promote recovery of sea turtle populations and protect their habitats. Researchers also might measure the turtle, count her eggs, and mark the turtle with a uniquely numbered tag. If the turtle is later found in another country (because turtles are long-distance swimmers), the tag will indicate how far the turtle has traveled. Sometimes a “high tech” tag is used, like a satellite transmitter that can track a turtle across the ocean!

[3] [3] Sometimes researchers are actively in- volved in protecting sea turtles. In this example, a wire mesh (screen) has been placed in the sand above incubating eggs to prevent predators – like crabs, dogs or mongoose – from burrowing into the nest. Yet the holes in the metal screen are big enough for emerging hatchlings to pass through. Clever!

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[4] [4] It is important for researchers to report what they have learned. There are people doing sea turtle research all over the world, gath- ering an enormous amount of data. It is important that they share this with each other. Researchers may have discovered answers to questions that can help other people, even in distant countries. The Wider Carib- bean Sea Turtle Conservation Network (WIDECAST) helps scientists, conservation- ists, fishers, educators and others can share information throughout the Caribbean region, making it easier for everyone to help sea turtles survive.

[5] [5] So far we’ve talked about researchers con- tributing information to managers, but what is “management”? Management is where sea turtles and people meet. Management of one kind or another is needed when people and sea turtles conflict – for example when people use the coastal zone in ways that could potentially harm sea turtles. Managers, like fisheries or marine park offi- cers, help protect sea turtles and other marine life by enforcing laws and regulations.

[6] [6] Even if you’re not a scientist or a manager, you can help sea turtles by voting for politi- cians who are committed to protecting the environment. Where does your favorite candidate sit on issues that are important to you? On pollution? On education? On healthy fisheries? On parks and green spaces?

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[7] [7] Often a good politician is one who’s willing to “think outside the box”. For example, our country can be committed to sustainable use of sea turtles, but how are they to be used? Do they have to be killed? Can sea turtle bring income into local communities in other ways? Let’s do a little math! Let’s say that a fisher can make US$3 per pound for sea turtle meat. The fisher catches a 100 pound Hawksbill. How much money would the fisher make if he sold the meat? US$300.

Now let’s assume that the fisher’s community organizes a “turtle watching” program where tourists pay a trained guide to walk with them along the beach, learn about sea turtles, and see a nesting female or some hatchlings. There are programs in place right now that charge anywhere from US$10 to US$50 per person to do this. Let’s assume that the guide brings 10 people (at $10 each) to watch that same Hawksbill laying her eggs on the beach. How much money would that raise? US$100. Be- cause the turtle lives through the experience, she returns 14 days later to nest again. This time the guide brings 24 visitors to the beach, earning US$240. A single Hawksbill typically nests 4-6 times every 2 or 3 years. Every nesting season, the tour guiding business might raise US$1000 from that turtle, whereas the fisher would raise only $300. What do you think, could we be more creative in our use of local sea turtles?

What is it worth to us to have sea turtles swimming in the sea, performing their natural jobs? Leatherbacks eat poisonous jellyfish, Green turtles keep seagrass healthy (an important nursery ground for commercial fishes), and Hawksbills help keep coral reefs healthy (reefs stabilize our shoreline, support tourism, and enhance our fisheries). What might happen to our ecology, and our economy, if sea turtles went extinct?

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[8] [8] How do you think the police can help sea turtles? That’s right, they enforce the laws that Government makes. They arrest people for illegally taking sea turtles or selling their products out of season. They also assist if a sea turtle is in trouble (for example, trapped in a swimming pool or wandering across a road).

[9] [9] Conservation organizations also work hard to protect endangered species. They often involve many different countries and many different individuals all working toward a common goal. Conservation groups support research, promote environmental education, and think creatively about ways in which people can live happily without de- stroying the environment. Can you name a conservation organization active in your area?

[10] [10] What can fishers do to help sea turtles? Fishers obey the law, including respecting closed seasons, quotas and size limits. A good fisher also uses appropriate gear. The left picture shows two different types of fishing hooks used in long-line fishing. The top hook is called a “circle hook’, the other a “J hook”. Research has shown that sea turtles are less likely to be caught and harmed by circle hooks.

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[11] [11] This picture shows a trawl using a Turtle Excluder Device (TED) designed by shrimp fishers to reduce the number of sea turtles caught in shrimp trawls. It allows larger species like sea turtles to escape if they are caught in the net. Turtles, shrimp and fish are all funneled through the large, open end of the trawl. Halfway through the net they come in contact with the TED, a barred grate. Smaller creatures are forced through the bars by the forward movement of the trawl but when a sea turtle hits the grate, it cannot get through and instead is pushed out through an opening in the net and re- leased.

[12] [12] Fishers can also help turtles by checking their nets frequently and not discarding net or fishing line at sea.

[13] [13] How can teachers help sea turtles? By providing important information about sea turtles to children and adults. It is an educator’s goal to provide enough information so that students can form their own opinions on important subjects, and to expose them to information and issues that maybe the student had not thought about before.

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[14] [14] How do journalists help sea turtles? They also provide information about sea turtles, but not in the classroom. A journalist usually educates through newspaper and magazine articles, radio shows, and televi- sion programs. Can you name the journalist or reporter in your town that usually covers environmental issues for your local newspaper?

[15] [15] Hoteliers and other beachfront proprietors can do many important things to help sea turtles survive. For example, they can leave natural vegetation in place, turn off unnec- essary lights, avoid building directly on the beach, dispose of waste properly, promote responsible mooring offshore, and become more knowledgeable about coastal issues.

[16] [16] Each of us, even youth, can make a difference by not purchasing turtle products at home or when we travel. If there is no demand for sea turtle meat, eggs or shell, then there is no money to be made from them and fewer animals are likely to be killed.

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[17] [17] What about garbage and pollution? Youth can be especially important in reducing litter. Even if you don’t throw your garbage into the sea, it may end up there. How is this possible? Think about if you litter on the road or on a hillside and then it rains. Where do you think the garbage is going to end up? Everything eventually flows to the sea!

[18] [18] Who wants to be rich when they grow up? If you are so lucky, you might consider donating some of your money to environmental causes that you feel strongly about. Even if you don’t have a lot of money, you can save your pennies or participate in a fund-raising event. You could also volunteer your time, which can be even more valuable than money.

[19] [19] Youth groups can also help plant vegetation to stabilize the sand and prevent erosion, participate in beach clean-ups, remove garbage from the beach and the water, report littering and pollution to the authorities, and sponsor local projects involving alternative energy, public awareness campaigns, or sea turtle nest protection projects.

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[20] [20] We as humans also need to make smart decisions about where we build our homes. This home was mostly likely not built on the cliff edge as it appears now. However, building on the coast and near the water, one takes the risk that natural erosion is in- evitable and may cause you problems in the future.

[21] [21] Mostly importantly, educate yourself! Do your own library research, pay attention in school, and talk to people in the community who are really knowledgeable about subjects that most interest you.

[22] [22] We all have a responsibility to protect natural resources for our own benefit and for the benefit of future generations. Sea turtles are magnificent creatures that have been around a lot longer than we have, let’s do what we can to conserve them. The turtles will thank you, the environment will thank you, and your children will thank you someday!

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DAY 5: Craft Let’s do Our Part

SUMMARY ♦Preparation Time: Students will do their part to help out 10 minutes the marine environment by conducting a beach cleanup and creating educa- ♦ Activity Time: tional signs for their community. 30-40 minutes

♦ OBJECTIVES Setting: Indoor Space, Beach Students will:

♦ Learn the different types of marine debris ♦Materials Needed: Garbage bags found on local beaches Plastic gloves Provided Data Sheets PROCEDURE Drawing or construction paper Warm up Marker 1. Consult a local conservation organization to Crayons inquire about a beach that is facing marine Pencils or pens debris problems. They should be able to recommend a site for you and your students to ♦Subject Areas: clean up. Fine Arts Physical Education 2. The location of the clean up site may ultimately depend on accessibility and/or trans- ♦Skills: portation. If transportation is not available, Communication perform the beach clean up on site or at a Decision Making location within walking distance. Team Building

Observation Note: Please consider the age and/or fitness level of your students; you do not want to exhaust them by having them walk a long distance.

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3. Be sure to consider waste disposal before your clean up. Contact the local sanitation department to ask them if they will pick up the trash you collect and inquire about recycling.

4. Establish a partnership with a local organization or charity such as a library, community center, dive shop, bank, etc., to display the sea turtle educational signs. This should be the same location chosen for the Salty Sea Tur- tles.

ACTIVITY 4. Now, students will create educational 1. Working in groups of 3 to 4, students signs using the materials provided will be responsible for cleaning up a (paper, marker and crayons). Working designated area of the beach. Have the in the same groups, assign each of students decide on a Team Name. them one of the 5 topics presented during Sea Turtle Camp: facts about sea 2. Give each group two large garbage turtles, nesting behavior and tracks, bags, a pair of latex gloves for each stu- natural threats, human associated dent, a Data Sheet, and pencil or pen. threats or how people can help.

5. These signs will be displayed with the sea turtle ornaments created earlier. Both will serve to increase public awareness about sea turtle conservation.

NOTE: Be sure to talk to your students about health and safety. They should NOT pick up anything sharp or potentially dangerous! Instruct them to let you know if they find something, and YOU will dispose of it properly.

3. After about 20 minutes, bring the students together and pile their garbage in a central location. Discuss what they found: What was the most popular item? What was the strangest thing you found? Discuss what residents (and tourists) can do to reduce garbage on the beach.

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Marine Debris Data Sheet

Date: Name of Beach:

No. of people in Survey Team: Team Name:

Comments/Notes:

ITEM NUMBER OF ITEM(S)

Aluminum Cans Balloon Cardboard Cigarette/ Cigar Cigarette Lighter Clothing/ Shoes Fishing gear (buoy, hook, line, lures, nets)

Food Waste Glass 6-Pack Ring Metal Plastic Plastic Bag String/Rope Styrofoam Toys Other: Other: Other:

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DAY 5: Game Sea Turtle Jeopardy

SUMMARY ♦Preparation Time: Students will demonstrate their sea

30 minutes turtle knowledge by playing Sea

Turtle Jeopardy. ♦ Activity Time: Warm Up 30-45 minutes OBJECTIVES Activity 70 minutes Students will: • ♦Materials Needed: Recall important sea turtle facts from earlier Provided Sea Turtle Jeopardy Cards lessons Large piece of oak tag, or blackboard PROCEDURE ♦Setting: Warm up Classroom 1. Make five columns on the blackboard or oak tag. Label the columns as follows: ♦Subject Areas: Anatomy Turtle Facts Ecology Adaptations Nesting ♦Skills: Predators Analysis Helping Out Comprehension Decision Making Make five rows so that are five squares in Team Building each column. Label the 5 rows with point val- ues (see chart on page 138).

2. Photocopy and cut apart the Sea Turtle Jeop- ardy Cards. These questions are for the instructor to use so that she/he can read the questions aloud to the class.

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Turtle Facts Adaptations Nesting Predators Helping Out

100 100 100 100 100

200 200 200 200 200

300 300 300 300 300

400 400 400 400 400

500 500 500 500 500

ACTIVITY

1. Reproduce the table above on the (Ask the other students to keep their an- blackboard or a large piece of paper in swers to themselves.) the front of the classroom. 6. After students answer a question, they 2. Split the class into teams of 3 or 4 stu- go to the back of the line, passing their dents and have each team stand in a noise maker to the next person in line. line facing the board. Have a staff Now it is that student’s turn to play. The member keep score. team that answered the previous question correctly gets to choose the cate- 3. Give the students in front of each line gory, answering the question with the an object to make noise (a whistle, a next lowest point value. coin hitting a can, clapping, etc.) so they can “ring in.”

4. The students in the front of the line play first. Choose a number between 1 and 20 and have the students guess what it is. The team that comes closest, gets to choose the first question. The first student chooses a category. Explain to the students that the questions get more difficult as the point value increases (500 is the hardest). NOTE: There are 3 Bonus questions in this game. If a student answers the question 5. The instructor starts with the lowest where the Bonus appears correctly, they point value and reads the question. are read the Bonus question. The Bonus is The first student to “ring in” must an- worth the same point value as the question swer the question correctly to earn the it appeared with. Answering the Bonus points. If he/she cannot answer the question can be a team effort. question, the second student to “ring in” has a chance to answer it. The stu- 7. After all the students have played at dents cannot get help from their team. least twice, or as long as time allows, the highest scoring team wins! 140 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Turtle Facts Adaptations Nesting

100 100 100

200 200 200

300 300 300

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Turtle Facts Adaptations Nesting

Question : True or False: Question : Sea turtles Question : True or False: the Loggerhead sea turtle have special adaptations in All sea turtles leave the gets its name because its order to live where? same track pattern in the mouth is shaped like a bird sand. beak. Answer: Underwater. Answer: False. Answer: False, this statement describes the Hawks- bill. The Loggerhead gets its name from its large head and strong jaws.

Question : What do Green Question : Name 2 adap- Question : Name 2 ways sea turtles eat? tations sea turtles have for to tell tracks apart. swimming Answer: Sea grass and Answer: The size (width) algae. Answer: Paddle-like flip- and whether the flipper pers, streamlined shell, marks are symmetrical or large chest muscles, able asymmetrical. to breath-hold for extended periods of time, quick- turning (agile movements), back flippers used as rudders.

Question : What species Question : Are sea turtles Question : What is the av- of sea turtle nest here (on closer related to tortoises erage incubation period of this island)? or whales? sea turtle eggs?

Answer: Depends on the Answer: Tortoises since Answer: Approximately 60 island. they are also reptiles; days, or 2 months. whales are marine mammals.

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Turtle Facts Adaptations Nesting

* 400 400 400

500 500 500

* Bonus

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Turtle Facts Adaptations Nesting

Question : Name 2 ways Question : Adaptations Question : What deter- to identify a species of sea help an organism to do mines the sex of a baby turtle. what? sea turtle?

Answer: Number of Answer: Survive and re- Answer: Temperature scutes, shape of beak, produce in a particular en- during nest incubation. hard-shelled versus Leath- vironment. erback, over-lapping scutes (or not), number of pre- *Bonus* frontal scales.

Question : Which sea tur- Question : A Hawksbill’s Question : How do hatch- tle has the farthest migra- shell (color) pattern helps it lings find their way to the tion and dives the deepest? blend into its coral reef en- ocean? vironment. What is this Answer: Leatherback. called? Answer: They crawl toward the lighter ocean hori- Answer: Camouflage. zon.

BONUS– Nesting 400 points

Question : True or False: during incubation, cooler temperatures produce females, while warmer temperatures produce males.

Answer: False, the opposite is True.

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Predators Helping Out

100 100

* * 200 200 Bonus

300 300

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Predators Helping Out

Question : True or False: Question : True or False: A hatchling’s journey People other than re- across the beach is very searchers can help turtles. easy.

Answer: False, they face Answer: True! There are many predators and obsta- many ways to help turtles. cles.

Question : Name 3 natural Question : Name 2 jobs BONUS– Predators predators that eggs and where a person might help 200 points hatchling face, on the sea turtles. beach. Question : Sea turtles face Answer: Researcher, many threats to their sur- Answer: Mongoose, Fisheries Officer, Conser- vival, but most of these are Dogs, Ants, Birds, Crabs. vationist, Teacher, Veteri- caused by the activities of narian, Fisherman, etc. _____. *BONUS*

Answer: Humans (people)

Question : True or False: Question : How can a sea turtles face fewer school teacher help turtles? predators as they grow larger. Answer: By teaching students ways to help turtles Answer: True. and protect their habitats, and by setting a good example.

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Predators Helping Out

400 400

500 500 *

* Bonus

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Predators Helping Out

Question : How many sea Question : Name 2 ways turtle eggs per 1000 sur- that fishermen can help vive to adulthood? sea turtles.

Answer: 1 in 1000 Answer: Abide by the laws (for example, don’t catch or sell turtle if it’s ille- gal), don’t kill more turtles than the population can handle, check nets frequently (turtles drown!), don’t litter, etc.

Question : Name 3 ways Question : Someone who that humans impact the doesn’t have any money to survival of sea turtles. donate to conservation organizations can still help by Answer: Over fishing, donating their _____. building on the beach, poaching eggs and nesting Answer: Time! females, removing vegetation from the beach, etc. *BONUS*

BONUS- Helping Out 500 points

Question : When one do- nates his or her time to a cause, such as helping turtles, it is called _____.

Answer: Volunteering

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DAY 5: Closing Ceremony Sea Turtle Camp Certificate Ceremony

PROCEDURE ♦Preparation Time: 20 minutes 1. Photocopy the Sea Turtle Camp Certificate provided on page 148 (or create your own Certifi- ♦Activity Time: cate). Fill in the student’s name and the organi- 20 minutes zations that hosted camp. Print the certificates using Cardstock, and ask staff members to sign them. ♦Materials Needed:

Provided Sea Turtle Camp Certificate 2. Prior to the ceremony, obtain a small gift for Cardstock Small gift (example: stickers) each student. Consult a local sea turtle conservation group and/or local business(es) and in- ♦ quire about donations. If available, the gift Setting: should be related to sea turtles. Classroom or Outdoors

ACTIVITY

1. Inform the students they have all successfully completed Sea Turtle Camp. Remind them how much they have learned this week. It is now their responsibility to share this knowledge with friends and family. Camp may be over, but their commitment to sea turtles continues!

2. Call each student up individually, shake their hand, and present them with their Certificate and gift. Encourage the class to clap for their classmates as they receive their Certificates.

3. Explain to the students that they are now Junior Members of the local conservation organization. This means they can assist with local monitoring efforts (consult the conservation group first to make sure this is ok with them)! Provide the students with the contact information for the conservation group, as well as other contact information, such as the Fisheries office. 149 Marin (2007) Sun, Sand and Sea Turtles WIDECAST Technical Report 8

Signature Signature Certificateof Completion Sea Turtle Camp This certificate is presentedto For successful completionof This ___ day of ______day of______This

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