Costa Rican Sea Turtles

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Students read about and research Costa Rican sea turtles, fillout a worksheet, look up vocabulary words, and create an ecotourism brochure.

OBJECTIVE

Students will:

1. Read One Tiny Turtle by Nicola Davies
2. Use TrackStar to navigate Internet learning about:
• Leatherback sea turtles
• A need for conservation
• What we can do in conservation efforts.
3. Research careers in conservation
4. Create an eco-tourism brochure for Leatherback Sea Turtles

MATERIALS

1. Ocean Life Activities 
2. One Tiny Turtle by Nicola Davies books for each groups
3. Internet Access: Track Star 
4. Costa Rican Sea Turtles Worksheet (PDF)
5. Color pencils, markers, crayons, etc.
6. Paper and pencil
7. Sample travel brochures
8. Internet access
9. Clean 8.5 X 11 paper for the brochure

 

SET UP AND PREPARE

1. There are two expeditions within the Ocean Life online activity. as you plan your lessons, you may wish to print out any reading assignment pages and staple them into a book for individual students. Some sections that work well as printed reading are the field sites and field reports.
2. Depending on time available, the grade level, and maturity level of each class, activities can be facilitated as independent work, collaborative group work, or whole class instruction. Teachers may use the guide to teach a complete unit or break the content into smaller learning components. Some suggestions are:
• Use field reports to learn about one animal - either dolphins or turtles.
• Play the Turtle Hurdle game as a quick activity for students to play and learn.
• Follow the "Be an Explorer" section as a day-long field trip
• Map the different field sites as a starting point to a geography lesson.
3. If a computer is available for each student, students can work on their own. Hand out the URLs or write them on the board so students will have a guide through the activity. Some sections that work well as individual activities are: playing the Turtle Hurdle Game and reading the Earthwatch Field Sites.
4. If you are working in a lab, set up the computers to be on the desired Web site as students walk into class. If there are fewer computers than students, group the students by reading level. Assign each student a role: a "driver" who navigates the web, a timer who keeps the group on task, and a note taker. If there are more than three students per computer, you can add roles like a team leader, a team reporter, etc. One section that works well as small group activity is the Dolphin Observatory where students can discuss the behaviors and co-author their observations.
5. If you are working in a learning station in your classroom, break out your class into different groups. Have rotating groups working on the computer(s), reading printed field sites and field reports, holding smaller group discussions, researching and writing about ocean life.

REPRODUCIBLES

1. Costa Rican Sea Turtles Worksheet (PDF)
   

DIRECTIONS

Lesson 1: Student will read One Tiny Turtle by Nicola Davies

After completing this lesson, students should be able to:
1. The lifecycle of oceanic turtles particularly females.
2. Life of the Loggerhead sea turtle.

Distribute One Tiny Turtle by Nicola Davies books for each groups

This Lesson is an introduction (hook) into leatherback sea turtles and conservation.

Each group will receive a copy of One Tiny Turtle by Nicola Davies to read. Each group must read aloud together and read with Mr. Choi.

Ask questions about the story (What kind of sea turtle is this story about? Etc...) Share some thoughts and comments they have about sea turtles.

Students will have some knowledge of the life cycle of sea turtles.

Lesson 2: Students will use TrackStar to navigate Internet learning about:

• Leatherback sea turtles
• A need for conservation
• What we can do in conservation efforts.
• Research careers in conservation

After completing this lesson, students should be able to:

1. The lifecycle of the leatherback sea turtles, their biological structure and why they are endangered.
2. Conservation research and issues.
3. Personal involvement in conservation.
4. Learning about a career as a conservationist.

Students will be given a worksheet (PDF) to fill out while going through TrackStar. Each question must be answered completely.

• Go to Trackstar (Internet Explorer/Netscape Navigator).
• Click on View Frames.
• Directions are listed on top.
• The side menu contains websites to visit, please visit them in chronological order.

Prior to students working on the worksheet, they must look up key vocabulary words in a dictionary.

Students will be given a Costa Rican Sea Turtles WORKSHEET (PDF) and it must be turned in after they complete it.

Students will be sharing their future ideas and thoughts as conservationists.

Conclusions:
Students will have some knowledge of the life cycle of leatherback sea turtles, conservation efforts and issues, practical ways we can get involved, and conservation careers.

Lesson 3: Eco-Tourism brochure for Leatherback sea turtles (Culminating Task)

After completing this lesson, students should be able to:
1. Create an eco-tourism brochure for visiting Leatherback sea turtles at Playa Grande.
2. Students will find additional pictures in TrackStar.

Students will be working in their Learning Communities (3-4 member groups)

Tell the students that they are part of an advertising agency. Parque Nacional Las Baulas called me to have a brochure done. They have committed a free all expense paid trip to the National Park to the winning group to experience first hand, leatherback sea turtles. Their assignment is to create the most informative and colorful brochure. They are to advertise the rich environments of Costa Rica (Estuaries, Mangroves, wildlife, plant life, etc...) and should high light what they are expected to see. Other information such as cost, accommodations, etc...should be included. Make the brochure eye-catching.

Students will take their own sheet of paper and fold them into thirds. They need to write their items as they see fit. Examine the sample travel brochures for information and details. Students can also use Microsoft Publisher, Hyperstudio, etc... if they are want too. Students will also revise their writing with a partner and the final draft must be done in black or blue pens.

SUPPORTING ALL LEARNERS

This project aids students in meeting national standards in several curriculum areas.

Reading Language Arts
International Reading Association (IRA) and the National Council of Teachers of English (NCTE)

• Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• Students use spoken, written, and visual language for learning, persuasion, and exchange of information.
• Students conduct research by gathering, evaluating, and synthesizing data from a variety of sources, and then communicate their discoveries to different audiences for a variety of purposes.
• Students use a variety of technological and informational resources (i.e. libraries, databases, computer networks, video) to gather and communicate knowledge.
• Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
• Students conduct research on issues and interests by generating ideas and questions, and by posing problems.

Science
National Research Council of the National Academy of Science

Science as Inquiry:

• Understanding of the nature of scientific knowledge
• Understanding of the nature of scientific inquiry
• Understanding of the scientific enterprise
• Abilities necessary to do scientific inquiry

Life Science:

• The characteristics of organisms
• Life cycles of organisms
• Organisms and environments
• Structure and function in living systems
• Regulation and behavior
• Populations and ecosystems
• Diversity and adaptations of organisms

Science in Personal and Social Perspectives:

• Characteristics and changes in populations
• Changes in environments
• Science and technology in local challenges
• Populations, resources, and environments
• Natural hazards
• Risks and benefits

Social Studies
National Council for the Social Studies (NCSS)

• Global Connections (Students study global connections and interdependence)
• Science, Technology, and Society (The study of relationships among science, technology, and society)
• People, Places, and Environment (The study of people, places, and environments)
• Ideals, Principles, and Practices (The study of the ideals, principles, and practices of citizenship in a democratic republic)

Technology
Technology Foundation Standards for Students:

• Use technology tools to enhance learning, increase productivity, and promote creativity
• Use technology tools to collaborate, publish, and interact with peers, experts, and other audiences
• Use a variety of media and formats to communicate information and ideas effectively to multiple audiences
• Use technology to locate, evaluate, and collect information from a variety of sources
• Use technology tools to process data and report results

ASSESS STUDENTS
Students will present their brochures to the class. They will also be graded based on a rubric scale listed below:

4	Very organized and well supported brochure Very neat and complete • A few or no mistakes in English Conventions
3	Organized and supported Neat and complete • Limited errors in English Conventions
2	Most work is organized and well supported Most work is neat and complete • Mistakes found in the brochure
1	Brochure is somewhat organized and supported Work can be neater and completed Many mistakes found in the brochure

 

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Student learn about marine life while also developing their observation, research, reading, and writing skills.

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Students learn about the characteristics and behaviors of sea otters and other mammals. They will do so through various forms of research.

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