Adaptations'What a Concept

Adaptations—What a Concept

Students learn about adaptations of the pink river dolphin through concept mapping, and then they
compare pink river dolphins with marine dolphins.
suBjeCt
BACkground
Science
Pink river dolphins (Inia geoffrensis), also known as Amazon river
dolphins and botos, are born gray and become pink as they age.
time
They are the largest of the freshwater dolphin species and are mainly
Two to three class periods
found in the tributaries and rivers of the Amazon and Orinoco river
systems of South America.
oBjeCtiVes
Students will be able to
Unlike other dolphins, the neck vertebrae of pink river dolphins are
• describe the specific adaptations
that allow pink river dolphins
not fused, giving them the ability to turn their heads 180 degrees.
to survive in their freshwater
This, along with the excellent maneuverability provided by their large
environment.
flippers, allows them to feed in flooded forests and shallow waters.
• construct a concept map to
They use a scanning technique, turning their heads from side to side,
graphically represent
as they echolocate, searching for prey in murky water. Their beaks
relationships between content.
are long and contain stiff hairs thought to provide a sense of touch
• compare and contrast pink river
while they forage in the sediment for food. They eat a variety of prey,
dolphins and marine dolphins.
including fish and crustaceans. Pink river dolphins have two types of
teeth: Conical teeth in the front of the mouth grasp and hold prey,
mAteriALs
and molars in the rear of the mouth crush the prey. They also have
• “Pink Dolphins of the
good eyesight despite their small eyes.
Amazon” video (5 minutes 12
seconds); available to stream
or download at www.pbs.org/
Pink river dolphins are listed as Vulnerable by the International Union
kqed/oceanadventures/video/
for Conservation of Nature. Their survival is threatened by habitat
pinkdolphins
destruction, dam projects, mercury poisoning, entanglement in
• Notebook paper
fishing nets, pollution and boat traffic.
• 1–2 packages of 3”x5” index
cards (12 cards for every pair
For more information on the Amazon rainforest, visit
of students)
“The Amazon: The World’s Largest Rainforest” at
• Scissors
http://rainforests.mongabay.com/amazon/.
• Glue or tape
• Colored pencils or markers
• 10–15 pieces of large white
ProCedure
butcher paper (one for every pair
of students)
• Internet or library access
day 1
1. Have each student fold a sheet of notebook paper to make six
squares. Students will use one side of the paper to write one of
the following concepts at the top of each square: habitat,
ecosystem, adaptation, communication techniques, feeding
techniques, and body type and color. After they are done, have
them do the same on the other side.

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Adaptations—What a Concept
2
stAndArds
2. Place students in pairs. Have each pair of students brainstorm
national science
everything they know about each concept and write down
education standards
their ideas on one side of the paper in the corresponding
grades 5-8
squares. Students should also provide an example of each
www.nap.edu/readingroom/books/
concept.
nses/6d.html#ls
Life science -
3. Students share out and discuss each concept square while you
Content standard C:
make a class list of the examples and descriptions that your
Regulation and behavior
students have generated on an overhead or on a large sheet
Populations and ecosystems
of paper.
Diversity and adaptations of
organisms
4. Ask students to turn their pages to the other side. Tell them to fill
in as much as they can for each concept while they view the short
ocean Literacy: essential
video “Pink Dolphins of the Amazon” on the Ocean Adventures
Principles and Fundamental
Web site at www.pbs.org/kqed/oceanadventures/video/
Concepts
pinkdolphins.
http://coexploration.org/
oceanliteracy/
5. Students share out again while you generate a class list of
essential Principle #5:
examples of each concept on the overhead or a large sheet
The ocean supports a great
of paper.
diversity of life and ecosystems.
6. Introduce the idea of concept mapping to your students and
show them an example. (You can find an example at http://www.
inspiration.com/vlearning/index.cfm?fuseaction=concept_maps.)
Tell them that they are going to construct a concept map about
the pink river dolphin.
7. Pass out 12 index cards to each pair of students. Have each pair
cut six of the cards in half. On the large cards, have students write
with a marker or colored pencil each main concept from their
paper: habitat, ecosystem, adaptation, communication
techniques, feeding techniques, and body type and color. These
are the main concepts associated with the pink river dolphin.
Have students work together to generate two specific concepts
associated with the main concept and write one on each of the
small cards. For example: For the main concept of adaptation,
students might have the two specific concepts of echolocation
and sharp teeth.

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Adaptations—What a Concept
3
8. Explain how to link the concepts to create the concept map. Talk
about linking words that describe the relationships and that
create a link between the main concept and the specific concept.
Here is a list of some common linking words and phrases: such
as, like, for, provides, has, used in, which includes, which is, as,
can be, part of, adapts for, makes up, lives in, by and is.
9. Pass a piece of butcher paper out to each pair of students. The
students will create a concept map similar to the one shown
in the attached template. Tell them to write “Pink River Dolphins”
at the top of the paper in big letters and draw a circle around
it. Coming out from the bottom of the circle they should draw
six branching lines. At the end of each line, they then tape
or glue one of the six main concepts (large cards). Then from
the bottom of each main concept (large cards), have the students
draw two branching lines. At the end of each of these lines,
and under the correct main concept, they will glue or tape their
specific concepts (small cards).
10. Ask the students to work together to choose the linking words
or phrases that best describe the relationships between the main
concepts and the specific concepts. To complete the concept
map, the students then write these linking words or phrases
across each of the “linking” lines.
11. Each group shares their concept map with the entire class.
days 2–3
1. Students research marine dolphins on the Internet or in the library.
Have students fold a sheet of paper and fill in the squares with
the six main concepts from the day before. The students’ job is to
collect information on marine dolphins in order to generate
another concept map. (NOTE: Students can use the attached
concept map template or draw their own concept map in their
science journal.)
2. After another concept map has been generated for marine
dolphins, lead the class in a discussion that compares the pink
river dolphin with the marine dolphin.
optional
• In addition to the concept map, you may choose to have students
create a multimedia-based presentation showing what they
have learned about the differences between pink river dolphins
and marine dolphins. Be sure to let students utilize the Ocean
Adventures image download library: http://www.pbs.org/kqed/
oceanadventures/educators/library/

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Adaptations—What a Concept
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Assessment
• Have students look at photos of both a pink river dolphin and a
marine dolphin and identify and explain the physiological
differences and similarities between them.
• Have students create a Venn diagram for adaptations of river and
marine dolphins.
• Give students a list of main concepts and specific concepts from
which to generate a concept map or let students create a concept
map of their own on another topic.
extensions
• Have students research the issues affecting the Amazon rainforest
and the possible extinction of the pink river dolphin. Students can
create educational presentations about theses issues and present
them to the class or post them around school as a way of
educating the school community.
• Take a field trip to a local zoo, aquarium or other nature center that
has dolphins or an exhibit about them.
Additional resources
Additional educator resources for Jean?Michel Cousteau:
Ocean Adventures can be found at pbs.org/oceanadventures.
Also try:
• The University of Michigan’s Animal Diversity Web site for more
information on the pink river dolphin. http://animaldiversity.ummz.
umich.edu/site/accounts/information/Inia_geoffrensis.html
• The Virtual Explorers Web site for data and information on river
dolphins of the Amazon, collected and compiled by a group of
educators. www.virtualexplorers.org/ARD/index.htm
• The American Cetacean Society’s Web site for information about
pink river dolphins and species of marine dolphins. (Use the menu
on the left side of the Web page to view species fact sheets.)
http://www.acsonline.org/factpack/
• SeaWorld’s Bottlenose Dolphin Animal InfoBook.
http://www.seaworld.org/animal-info/info-books/bottlenose/
index.htm
• Pennsylvania Building a Presence for Science’s article for more
information on concept mapping. www2.etown.edu/bap/
Resources/conceptmap.pdf

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Adaptations—What a Concept
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About the Author
Elsie Ovrahim is an Oakland middle school science teacher and
an independent contractor for KQED Education Network. KQED
Education Network uses the power of KQED Public Broadcasting
to inspire learning by providing projects for youth and curriculum
materials and professional development for teachers, child-care
providers and families.
Credits
Jean?Michel Cousteau: Ocean Adventures is produced by
KQED Public Broadcasting and Ocean Futures Society.
The corporate sponsor is The Dow Chemical Company.
Additional major support comes from the Richard and Rhoda
Goldman Foundation, KQED Campaign for the Future, and the
Corporation for Public Broadcasting.

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