Final Turtle Talk Unit

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Turtle Talk

Lesson #1 Threatening TracksLesson #2 Power of the People

Lesson #3 Turtle PowerLesson #4 Speak Up

Do you have the POWER to save marine turtles from the brink of extinction?Come explore what you can do to help them remain and flourish for years tocome. Get ready to investigate the threats that are harming sea turtles and

track them while utilizing technology. You will have the opportunity to protestand teach others how POWERFUL they are when it comes to this incredible

animal. Are you up for the challenge? Will you take the POWER into yourhands to do whats right?

How can we promote awareness of the power humans have in sea turtleconservation?

Renee Jean-LouisJessica Whitman

SPED 6402 Spring 2013East Carolina University

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Sea turtles are one of the earth's most ancient creatures. The seven species that

can be found today have been around for over 110 million years, since the time of the

dinosaurs. They are large, air-breathing reptiles that inhabit tropical and subtropical

seas throughout the world. Today, all sea turtles found in waters of the United States

are federally listed as endangered. It is illegal to harm, or in any way interfere with, a

sea turtle or its eggs. Only an estimated one in one thousand to ten thousand will

survive to adulthood. The natural obstacles faced by young and adult sea turtles are

staggering, but it is the increasing threats caused by humans that are driving them to

extinction. Some of the most prevalent human threats include harvest for consumption

and illegal sea turtle shell trade, commercial fishing, marine pollution and debris,

artificial lighting, and beach nourishment and dredging.

Natural predators endanger the sea turtle population. As eggs and hatchlings

there is an increase of risk to marine turtles as a result of their natural predators.

Raccoons, boars, birds, coyotes, sharks, crabs, ants, dogs, and armadillo all have a role

in the natural food chain as predators of marine turtles. It appears that up to 95% of

nests [are] predated, primarily by raccoonsand armadillos (Engeman, Martin,

Woolard, Stahl, Pelizza, Duffiney, & Constantin, 2012, p. 230). Monitoring predation is

vital to the preservation of marine turtles. Predator control was identified as the most

important conservation tool for marine turtle reproduction (Engeman et al., 2012).

Controlling or limiting nest predation will substantially increase the marine turtle

population. Even with controlling the natural threats of sea turtles, the actions of

humans cause greater harm for these animals.

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Humans are assisting with the decline of the marine turtle population in multiple

ways. Harvesting for consumption is one way humans are playing a role in their demise.

In some countries, humans eat raw turtle eggs or meat. In some areas, especially

Central America and Asia, turtle meat is a viable source of protein and a typical source

of nourishment. In some countries, marine turtle eggs are used as an aphrodisiac.

Various parts of the turtle are used for different reasons. Oil from turtles has been used

to cure wooden boats in the Persian Gulf and turtle blood is used to treat ailments in

India (Campbell, 2003). Also, the shell of the sea turtle is traded and utilized for

medicinal purposes. Regardless of the laws against this trade, individuals around the

world continue to use the shell to make jewelry and other luxury items. As a result, the

hawksbill, a specific type of sea turtle, population has decreased by ninety percent over

the past century (Sea Turtle Conservancy, 2011). All around the world, various parts

of the turtle are being used. For some it is a part of their culture and rituals while others

are choosing to break the law and utilize the turtle as a source of income. Either way,

the marine turtle population has and is suffering greatly.

More than eight million sea turtles have died in the past two decades after being

accidentally caught by fishing vessels; a global analysis suggests (Stokstad, 2010).

Sea turtles have become bycatch from longline fishing, shrimp trawling, and gill netting.

Longline fishing deploys thousands of baited hooks on hundreds of lines that can total

up to sixty miles long. Sea turtles are routinely caught on these hooks, sometimes

drowning as the lines are suspended underwater or facing the prospect of being

released alive but with a hook embedded in their jaws, throats, or stomachs. Gill netting

uses floating nets made of mesh designed to capture fish. When sea turtles swim into

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the nets, their flippers get caught in the mesh which causes them to drown. Shrimp

trawling drags large nets behind boats. The nets remain underwater for long periods of

time, and when the sea turtles get swept into the nets they drown. Several solutions

have been implemented to reduce this bycatch. In the United States, the federal

government worked with the commercial shrimp trawl industry to develop Turtle

Excluder Devices (TEDs). TEDs consist of a trap door that allows a turtle to swim out of

a shrimp net just before it enters the rear bag where the shrimp accumulate.

Unfortunately, not all fishermen comply with the law, and sea turtles continue to drown

in shrimp nets. Time and area closures have been instituted in various gill net fisheries

to protect sea turtles, but they are often hard to enforce. A shift by longline fleets from

"J" hooks to circle hooks has helped to reduce the number and severity of sea turtle

interactions with longline gear. Even with these solutions being implemented, sea turtle

bycatch continues, due in large part to the inability to enforce the rules worldwide.

Marine pollution can have serious impacts on both marine turtles and the food

they eat. Research suggests that a disease now killing many sea turtles,

fibropapillomas, may be linked to pollution in the oceans and in near-shore waters (Sea

Turtle Conservancy, 2011). Fibropapilloma is a disease that causes cauliflower-shaped

tumors on external soft parts and internal organs of a sea turtle. When pollution enters

the water, it contaminates and kills aquatic plant and animal life that is often food for sea

turtles (Spotila, 2004). Oil spills, urban runoff from chemicals, fertilizers and petroleum

all contribute to water pollution. Over 100 million marine animals are also killed each

year due to marine debris in the ocean (Sea Turtle Conservancy, 2011). Plastic bags,

bottles, balloons, degraded buoys, packaging materials and food wrappers all contribute

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to the debris. Turtles may also become entangled in discarded or lost fishing gear

including steel and monofilament line, synthetic and natural rope, plastic onion sacks

and discarded plastic netting materials. Education is vital to helping solve the marine

pollution and debris problems. The public can get involved in this issue by: following

local codes enforcing fertilizer bans near waterways, reducing oil consumption by

carpooling, using public transportation or driving energy-efficient vehicles, and speaking

out against off shore drilling. They may also reduce, reuse and recycle plastics, use

reusable cloth bags instead of plastic bags when shopping, and by not littering.

Beach nourishment and dredging also have negative impacts on sea turtles.

Beach nourishment consists of pumping, trucking or otherwise depositing sand on a

beach to replace what has been lost to erosion (Spotila, 2004). It can impact sea turtles

if the sand is too compacted for turtles to nest in or if the sand imported is drastically

different from native beach sediments, thereby potentially affecting nest-site selection,

digging behavior, incubation temperature and the moisture content of nests. If

renourishment is allowed to continue during nesting season, nests can also be buried

far beneath the surface or run over by heavy machinery. Dredging can cause direct

threats to sea turtles by incidental capture and death.

Artificial lighting is another threat to sea turtles. Lighting from seaside

condominiums, houses, and hotels discourage females from nesting. If a female fails to

nest after multiple false crawls, she will resort to less-than-optimal nesting spots or

deposit her eggs in the ocean. Lighting near the shore also can cause hatchlings to

become disoriented and wander inland. Hatchlings orient toward the naturally

increased level of light over water, so they readily crawl toward the much brighter

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artificial lights from the near shore buildings and streets, where they may be eaten, run

over, or drown in swimming pools (Spotila, 2004). Some solutions include turning off

lights visible on nesting beaches or using special fixtures to shield the lights from the

beach. Tinting windows that face the beach may also help (Sea Turtle Conservancy,

2011).

As previously stated, there are a multitude of reasons for the demise of the sea

turtle population. However since being listed as endangered, more research and laws

have been put into place to protect these animals. Various organizations are attempting

to educate and promote awareness of this growing dilemma. While attempting to solve

this issue, the sea turtle population is now being tracked, which provides insight as to

what threats are causing the most havoc for them. Archie Carr, known as the father of

sea turtle biology and conservation, was the first to successfully track sea turtles using

radio transmitters in 1978. Tracking has now expanded into using satellite telemetry,

enabling researchers to see what is harming the turtles, where they are migrating to,

how long they are living, and what other dangers there are for them. Researchers track

turtles in the open ocean after attaching a Platform Terminal Transmitter (PTT) to the

back of a sea turtle. The PTT sends a signal full of information to an orbiting satellite

each time the turtle surfaces for air. The satellite re-transmits the data to a receiving

station on earth, which researchers can access through their computer. Generally, after

about a year the transmitters quit working and fall safely off the turtle (Sea Turtle

Conservancy, 2011).

Humans have the overall power of the preservation of sea turtles. It is choices

made by humans that can change the future of this animal. The power and choices lie in

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the hands of people and they must choose to abide by laws and help preserve this

wondrous species.

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References

Campbell, L. (2003). The biology of sea turtles (Vol. 2). Boca Raton, FL.: CRC Press.

Engeman, R., Martin, R., Woolard, J., Stahl, M., Pelizza, C., Duffiney, A., & Constantin,

B. (2012). An ideal combination for marine turtle conservation: exceptional

nesting season, with low nest predation resulting from effective low-cost predator

management. Oryx, 46(2), 229-235. doi:10.1017/S0030605311000020

Sea Turtle Conservancy. (2011). Retrieved from

http://www.conserveturtles.org/stctmp.php

Spotila, J. R. (2004). Sea turtles:A complete guide to their biology, behavior, and

conservation. Baltimore, MD: The Johns Hopkins University Press.

Stokstad, E. (2010). Sea turtles suffer collateral damage from fishing. ScienceNOW.

Retrieved from http://news.sciencemag.org/sciencenow/2010/04/sea-turtles-

suffer-collateral-da.html

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CONNECTION TO THE THEMEWhat is POWER? You and your partner need to operationalize your own definition of

power. (2-4 paragraphs)The word POWER has numerous meanings. The definition of power that we will

be applying to our topic is: 1. Ability to act or produce an effect, and 2. Possession of

control, authority, or influence over others. When humans have power they have the

ability to cause or prevent an action, or to make things happen. How they use their

power will determine if there is a positive or negative outcome.

People have the discretion to act or not act. This gives them great power and

authority. Many do not realize the consequences of their actions until something

negative happens. This is the case with endangered species such as the sea turtle.

The harmful effects of human decisions have endangered these species. With the

power that humans hold, and demand, marine turtles should not be threatened. There is

more than enough ways that we could use our power in helpful ways as opposed to

destructive ways. Humans just have to take the initiative to change and channel their

power to do something worthwhile.

How is the concept of POWER depicted by your topic? Thoroughly explore how

POWER is depicted in your topic, especially in relation to your definition. (approximately

2 pages)Power is related to our Sea Turtle topic in numerous ways. We are asking the

students if they have the power to help save marine turtles from the brink of extinction.

This correlates with our definition by connecting to their ability to act or produce an

effect, or to help influence others. The students will come to realize that actions of

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humans can be powerful enough to help preserve or continue to destroy the sea turtle

population.In the real world problem of harvest for consumption and illegal sea turtle shell

trade, people would have to choose to not consume the turtle meat and eggs or buy the

jewelry or other valuables made from the turtle shell. Humans have the power to make

these personal decisions. The commercial fishing industry has the power to change the

way they fish in order to reduce bycatch of marine turtles. They would have to make

simple changes such as changing the types of hooks they use and having Turtle

Excluder Devices (TEDs) installed on all shrimp nets.

The marine pollution and debris issue can be greatly affected by the power of

people. If humans would not use plastics, this would have a huge impact on pollution

and debris. They could also decide to do their part in reducing oil consumption and

chemical use. The problem of artificial lighting along nesting beaches could easily be

solved by the power of humans to choose turtle safe lighting, red lights that emit a very

narrow portion of the visible light spectrum, which is less intrusive to nesting sea turtles

and hatchlings. Humans also have the power to limit beach nourishment and dredging

projects.When it comes to saving the sea turtle population, humans seem to have all the

control in their hands. This unit will begin to teach young scholars about the problem in

hopes of changing the way sea turtles are being treated. If we are able to get humans to

recognize that they hold the power of sea turtle preservation then sea turtles have a

chance to live for several years to come. If we are unable to get humans to recognize

the power they are abusing, then the sea turtle population will become extinct.

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Regardless, humans are powerful creatures and often demand that power

remains in their hands. We have to realize that our power is at the mercy of others and

we have to channel our power to do powerful things, such as save lives. As Francis

Bacon stated, knowledge is power; therefore our students will gain knowledge and

power to change the way people view and treat marine turtles. Our students will be able

to teach others how they can preserve this species by utilizing the power they hold as a

human.

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Flip cameras will be used to record the public service announcements that the

students will create. Windows Movie Maker will be utilized to edit and publish the public

service announcement. They will be developing a public service announcement to

inform others of the various threats sea turtles are facing and to persuade others to

recognize the power humans have in sea turtle conservancy. They will create, film, and

edit the public service announcements to share with fellow peers, teachers, and

parents. The final product will be uploaded to Youtube, Edmodo, and our website. By

sharing their public service announcement more people will be aware of this issue and

will be encouraged to help solve this real world problem. By promoting awareness

through media, these students will persuade others to help the sea turtle population.Various resources will be used to instruct, show, practice, and respond to the unit

topic of sea turtle preservation. We will use videos to introduce and explore various

subtopics within the unit. These videos will be viewed within the classroom and later

discussed or commented on through the use of Edmodo. These videos will include

examples of public service announcements and a way to present content. Students will

have the opportunity to respond to these videos and other class discussions. Students

will explore various websites to learn more about the threats on the sea turtle population

and they will use this information to build their argument for their public service

announcement. Teachers will use these websites to support the learning. Students will

be engaged in a tracking project to understand how tracking marine turtles will help with

the preservation. The tracking projects will utilize various resources including, but not

limited to, Google Earth. All sites and resources used will be available on our website.

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This will be the central location for students to find the links they need to research and

work on the activities throughout the week.The technology tools and resources we chose are easily accessible for teachers

and students. We chose resources that students would be able to access at home so

the research and curiosity can continue outside the classroom. We plan to provide

students with a list of websites and resources so their personal research and inquiry can

begin. We believe our use of technology would benefit the students and help them

understand the power humans have on marine turtles. When students create their

public service announcement they are able to hold the power in their hands to promote

awareness and educate more people on this alarming dilemma these animals are

facing. As famously quoted, Knowledge is power, and our students will gain this

knowledge through the use of technology. Research will be of utmost importance in this

unit and it is crucial that students understand the significance of spreading their new

knowledge with others in hopes of correcting the real world problem.

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CONTENT OUTLINEI. Human threats to sea turtles

A. Harvest for consumption

1. Some humans eat turtle meat and eggs

2. Turtle oil is used to cure wooden boats in the Persian Gulf

3. Turtle blood is used to treat ailments in India

B. Illegal shell trade

1. Humans use the shell to make jewelry and other luxury items

2. Turtle shell is utilized for medicinal purposes

C. Commercial fishing

1. Turtles are caught on longline fishing hooks which can extend up to sixtymiles long

2. Gill netting catches turtles in the mesh and causes them to drown

3. Shrimp trawling sweeps turtles into the huge nets where they drown

D. Marine pollution and debris

1. Oil spills, urban runoff from chemicals, fertilizers and petroleum allcontribute to water pollution

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2. Plastic bags, bottles, balloons, packaging materials, rope, and fishing line allcontribute to marine debris

E. Beach nourishment and dredging

1. If re-nourishment is allowed to continue during nesting season, nests canbe buried or run over by heavy machinery

2. Newly deposited sand can be too compact for nesting or drasticallydifferent from native beach sediments

F. Artificial lighting

1. Lighting from seaside condominiums, houses, and hotels discouragefemales from nesting

2. Lighting can cause hatchlings to become disoriented and wander inland where

they will be killed

II. Natural threats to sea turtles

A. Animal dangers

1. Racoons, boars, birds, coyotes, sharks, crabs, ants, dogs, armadillos, etc.

2. These animals devour the eggs or the hatchlings

B. Predator prevention

1. Monitoring predators to assist with predator control

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2. Predator control with human assistance

III. Tracking sea turtles

A. Archie Carr

1. Father of sea turtle biology and conservation

2. First person to successfully track sea turtles using a radio transmitter in1978

B. Modern tracking

1. Tracking now uses satellite telemetry

2. Ability to view migration patterns

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LESSON #1Threatening Tracks

I. DEFINE OBJECTIVESAND CONTENT

LESSON OBJECTIVE Students will identify natural threats of sea turtles and

analyze reasons for sea turtle shell trade and humanconsumption.

POINT TO PONDER Humans, dogs, and ants are the reason why only one inone thousand to ten thousand sea turtles will survive toadulthood.

ESSENTIAL QUESTION How do natural threats, sea turtle shell trade and humanconsumption affect the sea turtle population?

CONTENT

Outline the content you willteach in this lesson.

I. Natural threats to sea turtles

A. Animal dangers

1. Racoons, boars, birds, coyotes, sharks, crabs,ants, dogs, armadillos, etc.

2. These animals devour the eggs or the hatchlings

B. Predator prevention

1. Monitoring predators to assist with predator control

2. Predator control with human assistance

II. Human threats to sea turtles

A. Harvest for consumption

1. Some humans eat turtle meat and eggs

2. Turtle oil is used to cure wooden boats in thePersian Gulf

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involves and the reasons for the trade.

What are the enduringunderstandings that studentsshould take away from thelesson?

(Define the BIG Ideas.)

After the lesson,

Students will UNDERSTAND that humans have thepower to assist with predator prevention.

Students will UNDERSTAND the various reasonsfor harvesting turtles.

Students will UNDERSTAND the different reasonsfor selling and trading sea turtle shells.

What 3 items are important forstudents to be able to DO?

(Define what students should beable to DO as a result of your

lesson.)

After the lesson,

Students should be able to identify turtle predatorsand give examples of how humans can assist withprotection.

Students should be able to point out reasons whyhumans harvest sea turtles; including eating turtlemeat and eggs, using turtle oil and blood.

Students should be able to explain reasons whyhumans sell and trade sea turtle shells; including

jewelry and other luxury items and medicinalpurposes.

III. PLANNINGHOOK

Describe how youwill grab studentsattention at thebeginning of thelesson. BeCREATIVE

TIME: 10 minutesStudents will view a sample PSA of sea turtle sustainability. Thiswill grab their attention and assist them with forming their ownopinion of why sea turtles should be protected.http://www.youtube.com/watch?v=lE_MhjQqO6Y

Students will complete the 3-2-1 Protocol after viewing the PSA.Students will include 3 things they learned/noticed, 2 interestingthings they saw, and 1 question they have. We will ask students toturn and talk with a partner about what they recorded for this

protocol. We will ask for students to share out about their thoughts.

INSTRUCTION

Explain Step-by-

TIME: 40 minutes

Teachers will show a PowerPoint presentation to students detailing

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step what you willdo in this lesson.Include ALLsupport andteaching materials

with your unit.

the natural threats, harvest for consumption, and information aboutsea turtle shell trade. Teacher will link camp theme of power to howhumans harvest for consumption and sell and trade sea turtleshells. Teacher will explain the depth of power that humans have toprotect sea turtles. Teacher will ask students to provide examples

of how humans could save the sea turtles. Teachers will introducePrey - Predator Game. Students will practice and play the game.http://www.exploringnature.org/graphics/foodwebs/pred-prey%20game.pdf(Prey-Predator Game)https://docs.google.com/file/d/0B7SspIsjO7GmNXRra3N2YXU0WVk/edit?usp=sharing(PowerPoint)

Teachers will introduce the Archie Carr Prezi. Students will view apicture of Archie Carr and will then be given questions to researchabout him. After answering the questions, students will submitfindings to the Prezi. When finished, the Prezi will be viewed.

Who is Archie Carr?What did Archie Carr do for sea turtles?What is Archie Carrs National Wildlife Rescue?How did Archie Carr develop and contribute to sea turtle tracking?http://prezi.com/fme0jpzemftf/archie-carr/?kw=view-fme0jpzemftf&rc=ref-2784431http://www.fws.gov/archiecarr/ http://www.conserveturtles.org/about.php?page=carrhttp://www.dep.state.fl.us/secretary/kids/pioneers/a_carr.htm

Next, the teachers will go over modern day tracking and how it isbeneficial to the preservation of turtles. Students will complete atracking project activity. Students will be documenting distancesvarious turtles are traveling and calculating their speeds in terms ofmiles per day and miles per hour.http://cccturtle.org/satellitetrackingmap.php?page=satlb_jamur2 http://www.timeanddate.com/date/duration.html

ASSESSMENT

(Performance Task)What will thestudents DO to

demonstrate thatthey have masteredthe content? Bespecific and includeactual assessmentwith unit materials.

TIME: 17 minutes

Formative assessments will be made throughout the lesson toassess student learning.

Students will complete an exit ticket which will show theirunderstanding of the essential question.

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DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THESTUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NOASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.

Link to PSA:http://www.youtube.com/watch?v=lE_MhjQqO6Y 3-2-1 Protocol

PowerPoint Presentation Link:https://docs.google.com/file/d/0B7SspIsjO7GmNXRra3N2YXU0WVk/edit?usp=sharing

Prey - Predator Game:

http://www.exploringnature.org/graphics/foodwebs/pred-prey%20game.pdf- Adaptedfrom this link.Students will be designated as prey or predator. They will be given animal name badgesto display what animal they are. Around the classroom, will be designated spots such asnests, open ocean, feeding places, and boats. These are the spots the turtles are goingto attempt to travel to get food, to lay eggs, to migrate, etc. The predators areattempting to eat or harm the turtles. The turtles job is to get to a safe place withoutbeing harmed by a predator. If they are tagged by a predator, then they become apredator. If the turtles get to the safe place without being touched by a predator, thenone predator becomes a turtle. The game is ended when students are all prey or allpredators. The winner is then determined by what all students have become.

Link to Prezi:http://prezi.com/fme0jpzemftf/present/?auth_key=pirjjst&follow=rvbqc929u5xw

Students will research about Archie Carr by exploring the following sites:http://www.fws.gov/archiecarr/ http://www.conserveturtles.org/about.php?page=carrhttp://www.dep.state.fl.us/secretary/kids/pioneers/a_carr.htm

They will record their findings on a piece of paper and then submit it to the teacher to beadded into the Prezi. Once all answers to the questions are inserted everyone will viewthe Prezi.

Students will then use the following website to complete the Sea Turtle TrackingProject:

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http://cccturtle.org/satellitetrackingmap.php?page=satlb_jamur2 http://www.timeanddate.com/date/duration.html

Students will complete this table to showcase their findings:

Sea Turtle NameCumulative Distance Traveled

Start DateEnd Date

Cumulative Number of Days TraveledSwimming Speed (mi les per day)

Swimming Speed (mi les per hour)LESSON #2Power of the People

I. DEFINE

OBJECTIVES ANDCONTENT

LESSONOBJECTIVE

Students will examine and debate the dangers of commercialfishing and pollution to sea turtles.

POINT TO PONDER Commercial fishing should be outlawed.

ESSENTIALQUESTION

What can humans do to reduce the effects of commercial fishingand pollution on sea turtles?

CONTENT

Outline the contentyou will teach in thislesson.

C. Commercial fishing

1. Turtles are caught on longline fishing hookswhich can extend up to sixty miles long

2. Gill netting catches turtles in the mesh and causesthem to drown

3. Shrimp trawling sweeps turtles into the huge netswhere they drown

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D. Marine pollution and debris

1. Oil spills, urban runoff from chemicals, fertilizers andpetroleum all contribute to water pollution

2. Plastic bags, bottles, balloons, packaging materials, rope,and fishing line all contribute to marine debris

II. PLANNING: KNOW /UNDERSTAND / DO

What 3 items are worthknowing?

(Think about the content youhave selected. What is

important for students toKNOW?)

After the lesson,

Students will KNOW how to use a flip camera toproduce a public service announcement.

Students will KNOW what commercial fishing meansand how it is a human threat to sea turtles.

Students will KNOW various examples of marinepollution and debris and how it affects the sea turtlepopulation.

What are the enduringunderstandings that studentsshould take away from thelesson?

(Define the BIG Ideas.)

After the lesson,

Students will UNDERSTAND that commercial fishingis a human threat and that humans have the power tofish safer to preserve the sea turtle population.

Students will UNDERSTAND how marine pollutionand debris harm sea turtles and various ways ofsolving the problem created by humans.

What 3 items are important forstudents to be able to DO?

(Define what students shouldbe able to DO as a result ofyour lesson.)

After the lesson,

Students should be able to adequately use a flipcamera to record their public service announcement.

Students should be able to brainstorm solutions forthe problem of bycatch during commercial fishing.

Students should be able to brainstorm possible waysto reduce marine pollution and debris.

III. PLANNING

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HOOK

Describe how youwill grab studentsattention at the

beginning of thelesson. BeCREATIVE.

TIME: 10 minutes

Students will play a round of the Prey-Predator Game.

INSTRUCTION

Explain Step-by-step what you willdo in this lesson.Include ALLsupport andteaching materials

with your unit.

TIME: 45 minutes

Students will watch 2 videos. One will explain the problem ofcommercial fishing to sea turtles and the other video will beexplaining the problem of marine pollution and debris. Students willtake notes using a graphic organizer during the video. At theconclusion of the video, students will complete the carouselprotocol, where students will work collaboratively to answer

questions related directly to the videos.http://freeology.com/wp-content/files/generalnotetaker.pdf(note-taking graphic organizer)http://www.youtube.com/watch?v=jbrzGzkRXk4 http://www.youtube.com/watch?v=-cmSp5xr8fY http://www.duplinschools.net/cms/lib01/NC01001360/Centricity/Domain/22/CarouselBrainstorming.pdfStudents will respond to these questions:How does commercial fishing harm sea turtles? How do humanshave the power to solve this problem?

How does marine pollution and debris harm sea turtles? How dohumans have the power to help reduce the problem?

Once the protocol has ended, students will then discuss theirresponses with the group. The expectation of the students will be toput an emphasis on how power is involved and how exactly poweris related to their response in the answering of the questions.

Students will debate the following topic: Should commercial fishing

be outlawed due to the large amount of bycatch it produces?They will be assigned a side to debate and then given time toresearch and prepare their arguments.http://www.conserveturtles.org/seaturtleinformation.php?page=fisherieshttp://today.duke.edu/2010/04/turtlebycatch.html

Teacher will introduce flip cameras. Students have the opportunity

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to follow along as the teacher demonstrates how to use thecamera. Students will practice using flip cameras.https://docs.google.com/file/d/0B7SspIsjO7GmVml1NlFxZ3U1a00/edit?usp=sharing

Teacher will introduce the Edmodo site and Weebly website tostudents. Teacher will show students how to upload comments andto discuss the topics of the day. Students are encouraged to useboth sites to post questions and discuss what was learned daily.

ASSESSMENT

(PerformanceTask) What willthe students DOto demonstratethat they have

mastered thecontent? Bespecific andinclude actualassessment withunit materials.

TIME: 15 minutes

Observation of student response during Carousel protocol anddebate. Meaningful discussion with students during activities.Discussion response will show understanding and/ormisconceptions on the topics.

Students will complete an exit ticket which will show theirunderstanding of the essential question.

At home, students have the option of commenting/discussing thetopics of the day on our class Edmodo and/or Weebly site. Teacherwill facilitate a student led discussion on lesson topic. Teacher mayask a question, such as How can we turn people on to helpingwith the prevention of marine pollution and debris? Students will beencouraged to use the camp theme during all responses.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THESTUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials. Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.

Prey-Predator Game as previously taught.

The content videos for commercial fishing and marine pollution and debris are asfollows:http://www.youtube.com/watch?v=jbrzGzkRXk4 http://www.youtube.com/watch?v=-cmSp5xr8fY

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LESSON #3Turtle Power

I. DEFINE OBJECTIVESAND CONTENT

LESSON OBJECTIVE Students will create a storyboard for a public serviceannouncement that illustrates the manmade challengesthat sea turtles face.

POINT TO PONDER Lighting from seaside condominiums, houses, and hotelsshould be turned off from the hours of 9 p.m. to 6 a.m.during nesting season.

ESSENTIAL QUESTION Why is beach nourishment, dredging and artificial lightingharmful to the marine turtle population?

CONTENT

Outline the content youwill teach in this lesson.

E. Beach nourishment and dredging

1. If re-nourishment is allowed to continue duringnesting season, nests can be buried or run over byheavy machinery

2. Newly deposited sand can be too compact for nestingor drastically different from native beach sediments

F. Artificial lighting

1. Lighting from seaside condominiums, houses, andhotels discourage females from nesting

2. Lighting can cause hatchlings to become disorientedand wander inland where they will be killed

II. PLANNING: KNOW /

UNDERSTAND / DOWhat 3 items are worthknowing?

(Think about the contentyou have selected. What isimportant for students toKNOW?)

After the lesson,

Students will KNOW that beach nourishment anddredging negatively impacts nesting and reproduction.

Students will KNOW that artificial lighting gets in the wayof sea turtles natural GPS, which is the moon.

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Students will KNOW storyboards are used to planproducts which have multiple frames and pieces whichmust flow together.

What are the enduring

understandings thatstudents should take awayfrom the lesson?

(Define the BIG Ideas.)

After the lesson,

Students will UNDERSTAND the effects of beachnourishment and dredging on the sustainability of seaturtles.

Students will UNDERSTAND reasons why artificiallighting causes problems for sea turtles.

Students will UNDERSTAND that it is necessary to planand write a storyboard to produce a public serviceannouncement.

What 3 items are importantfor students to be able toDO?

(Define what studentsshould be able to DO as aresult of your lesson.)

After the lesson,

Students should be able to discuss the negative impactsof beach nourishment and dredging.

Students should be able to provide suggestions of how toreduce the effects of the problem of artificial lighting.

Students should be able to write and plan their ownstoryboard for their public service announcement.

III. PLANNING

HOOK

Describe how you willgrab students attentionat the beginning of thelesson. Be CREATIVE.

TIME: 5 minutes

Students will be given sea turtle fun facts to read andpresent to the class.

- Sea turtles (like other turtles) have no teeth, but the jaw of each species is specificallydesigned for its food source.

- Sea turtles hear vibration more than sound as we know it. Their eyesight underwater isgood, and they have an excellent sense of smell.

- Turtles have existed for around 215 million years

- The largest turtle is the leatherback sea turtle, it can weigh over 900 kg! (2000 lb).

- In some species of turtle the temperature determines if the egg will develop into a male orfemale, lower temperatures lead to a male while higher temperatures lead to a female.

- Sea turtles have special glands which help remove salt from the water they drink.

- Sea Turtles can live to be over 100 years old.

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- Once a nest is laid it takes 55 to 90 days for the hatchlings to emerge.

- The moon is like a GPS for turtles.

- The fastest turtles are the leatherbacks which have been known to swim at speeds ofover 20 miles per hour.

- Many sea turtles can hold their breath for over 30 minutes.

INSTRUCTION

Explain Step-by-stepwhat you will do in thislesson. Include ALLsupport and teachingmaterials with your unit.

TIME: 50 minutes

Students will view a PowerPoint presentation that introducesthem to the impacts of beach nourishment, dredging andartificial lighting. Throughout the PowerPoint students will bedirected to turn and talk with a partner about the images thatare shown and how they feel about it in relation to thepreservation of sea turtles. Students will also be asked toconsider how these images are related to power and howexactly power is related.https://docs.google.com/file/d/0B7SspIsjO7GmTHhOWlRvc

m1xYms/edit?usp=sharing

Students will brainstorm solutions to beach nourishment,dredging, and artificial lighting. Students will then pair with apartner to discuss solutions. As a pair they will share theirthinking of solutions. Their solutions must link with the camptopic of power. (Think, Pair, Share)

Teacher will go over directions and expectations for thestoryboard that will be used for the public serviceannouncement. Students will work on their storyboard for

their public service announcement in their groups. Teacherwill facilitate the group to make sure they are incorporatingthe camp theme and focusing on the real world problem andsolution as well as the audience. When students have theirstoryboard written they will begin filming their public serviceannouncement.

Teachers will provide a demonstration on how to useWindows Movie Maker to edit and compile their publicservice announcement.

Students will create posters to display their opinion of howhumans have the power to protect sea turtles. Theseposters will be used during a protest. This protest with takeplace during parent pick-up. Students protest various topicsthey have learned throughout the week, such as commercialfishing, marine pollution and debris, harvest forconsumption, etc. These posters are created to inform peersand others about this issue as well as reveal the power they

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have to help with the protection of the sea turtle population.

ASSESSMENT

(Performance Task)

What will the studentsDO to demonstrate thatthey have mastered thecontent? Be specific andinclude actualassessment with unitmaterials.

TIME: 5 minutes

Student completion of posters will be evidence of their

opinion and learning of sea turtle preservation. Students willalso link the camp topic of power in their posters to showthat humans have the power to preserve sea turtles.Students will be asked to discuss their posters so teacherwill be able to assess understanding and to clarify or extendideas mentioned by students.

Students will complete an exit ticket by answering theessential question.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THESTUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALSInsert ALL materials here including Assessments and Instructional Materials.Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.

Students will complete posters to use during a protest. This protest with take place

during parent pick-up. Students protest various topics they have learned throughout theweek, such as commercial fishing, marine pollution and debris, harvest for consumption,etc.

Students will view a PowerPoint to introduce new material. See the following link:https://docs.google.com/file/d/0B7SspIsjO7GmTHhOWlRvcm1xYms/edit?usp=sharing

Students will plan and write a storyboard for their public service announcement usingthe following template:

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LESSON #4Speak Up

I. DEFINE OBJECTIVESAND CONTENT

LESSON OBJECTIVE Students will produce a public service announcement thatdefends their opinion of sea turtle preservation and thepower humans have to protect them.

POINT TO PONDER Humans may or may not have the power to help save seaturtles.

ESSENTIAL QUESTION How do humans have the power to save the sea turtles fromextinction?

CONTENT

Outline the content youwill teach in this lesson.

ReviewI. Human threats to sea turtles1. Illegal Sea Turtle Shell Trade2. Harvest for Consumption3. Commercial Fishing4. Marine Pollution and Debris5. Beach Nourishment6. Artificial Lighting

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II. Natural threats to sea turtles1. Predator Prevention2. Animal Dangers

III. Tracking sea turtles

1. Archie Carr

IntroduceI. Saving Sea Turtles

1. People, camps, and programs that work to preserveand promote awareness of sea turtle conservancy.

II. PLANNING: KNOW /UNDERSTAND / DO

What 3 items are worth knowing?

(Think about the content you haveselected. What is important forstudents to KNOW?)

After the lesson,

Students will KNOW that humans have thepower to protect marine turtles.

Students will KNOW how to use various typesof technology to create and produce a publicservice announcement.

Students will KNOW of various programs,camps, etc. they can attend to sustain their

interest in sea turtle preservation.What are the enduringunderstandings that students shouldtake away from the lesson?

(Define the BIG Ideas.)

After the lesson,

Students will UNDERSTAND that speaking outand promoting awareness of this real worldproblem will benefit sea turtles.

Students will UNDERSTAND that the power isin the hands of humans to protect and preservethe lives of sea turtles.

What 3 items are important for

students to be able to DO?

(Define what students should be ableto DO as a result of your lesson.)

After the lesson,

Students should be able to select variousprograms, camps, etc. that are available forfurther research and exploration.

Students should be able to promote awarenessof this real world problem through a publicservice announcement.

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Students should be able to share theirknowledge of human power on conservation ofsea turtles.

III. PLANNING

HOOK

Describe how you will grabstudents attention at thebeginning of the lesson.Be CREATIVE.

TIME: 10 minutes

Students will access class Edmodo/Weebly page to post aclosing argument for their feelings on human power andsea turtle preservation.

INSTRUCTION

Explain Step-by-step whatyou will do in this lesson.Include ALL support andteaching materials withyour unit.

TIME: 55 minutes

Teachers will show students various sites that includeprograms, camps, etc. they can attend or join to furthertheir research and exploration of sea turtle preservation.www.seaturtlecamp.comwww.seaturtlehospital.orghttp://loveaseaturtle.comhttp://www.seaturtlecamp.orghttp://www.conserveturtles.org/ http://www.seaturtle.org/groups/ncwrc/ http://www.emeraldisle-nc.org/turtles/default.htm

Teacher will provide a handout for students to take homein case they would like to become part of any of theseactivities or camps. Students will be asked to explain thebenefit of joining in on these extension activities. Studentsresponse must link back to the camp theme of power.

Students play a quick SmartBoard review activity to recapall the knowledge they have gained. During the activity,camp theme will be reiterated during the responses orduring teacher led discussion.

Students will record any final scenes from their storyboardand make the final changes to their public serviceannouncement. Teachers will upload students publicservice announcement to YouTube, Edmodo, and ourwebsite. Once uploaded, students will view the entireproduction and discuss what else they could do to helppreserve the sea turtle population.

ASSESSMENT TIME: 5 minutes

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(Performance Task) Whatwill the students DO todemonstrate that theyhave mastered the

content? Be specific andinclude actual assessmentwith unit materials.

The final postings on Edmodo/Weebly sites will assesstheir understanding of human power and the conservationof sea turtles. Students will be encouraged to use power intheir final postings.

Reviewing their final product of their public serviceannouncement. Teacher will ask students how they cancontinue their exploration with the conservancy of seaturtles.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THESTUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALS

Insert ALL materials here including Assessments and Instructional Materials. Explicitly LIST any additional files for this lesson. Be sure that ALL materials have beensubmitted for this lesson.

Students will participate in a SmartBoard review game. See link:https://docs.google.com/file/d/0B7SspIsjO7GmWFItWHh5eS1sZ0U/edit?usp=sharing https://docs.google.com/file/d/0B7SspIsjO7GmU3lxNWF2a2kzNkU/edit?usp=sharing

Students will publish their public service announcement.Teachers will post their public service announcement to YouTube, Edmodo, and ourwebsite. See link:

http://aigcamp2013-turtletalk.weebly.com