GRADE LEVEL: 5-8

TOPIC/SUBJECT MATTER: Life Science

TIME ALLOTMENT: One to two 45-minute class periods

OVERVIEW:

During this video-enhanced lesson, students will watch video segments from the NATURE film “The Secret World of Sharks and Rays” and learn about adaptations that have helped sharks and rays survive. Students will explore similarities and differences between sharks, rays and other fish. They will watch segments that provide information about physical features and behaviors that have helped sharks and rays survive, with specific attention paid to the angel, wobbegong and saw sharks and the electric, sting and manta rays. Students will work in small groups to research a specific type of shark or ray and share their findings with the class. Students will discover that different types of sharks and rays have different temperaments and diets and that some of the largest sharks and rays are the most gentle.

MEDIA RESOURCES

Video

Clip 1

Fish, Sharks and Rays: A comparison of fish, sharks and rays.

Clip 2

A Close Look at Sharks: A close look at angel, wobbegong and saw sharks and their survival techniques.

Clip 3

A Close Look at Rays: A close look at electric, sting and manta rays and their survival techniques.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites

Ichthyology at the Florida Museum of Natural History

This site features a rich variety of information, games and photographs of a variety of fish, including sharks and rays. The following sections are recommended for this lesson:

• Sharks- This section features information, games and photographs of sharks.
• Biological Profiles- This section provides photographs and detailed information about specific sharks and rays, as well as other fish.

Kidzone Fun Facts for Kids: Sharks

This Web site features a variety of photographs, activities and facts about sharks.

National Geographic: Sharks
This Web site features many photos and facts about sharks, which can be used in this lesson.

Seaworld: Sharks and Rays

This site contains a variety of facts, photographs and diagrams of sharks and rays.

STANDARDS:

National Science Education Standards, Grades 5-8

LIFE SCIENCE: Content Standard C

As a result of their activities in grades 5-8, all students should develop understanding of

• Regulation and behavior
  • Behavior is one kind of response an organism can make to an internal or environmental stimulus. A behavioral response requires coordination and communication at many levels, including cells, organ systems, and whole organisms. Behavioral response is a set of actions determined in part by heredity and in part from experience.
  • An organism’s behavior evolves through adaptation to its environment. How a species moves, obtains food, reproduces, and responds to danger are based in the species’ evolutionary history.
• Populations and ecosystems

• Populations of organisms can be categorized by the function they serve in an ecosystem. Plants and some microorganisms are producers-they make their own food. All animals, including humans, are consumers, which obtain food by eating other organisms. Decomposers, primarily bacteria and fungi, are consumers that use waste materials and dead organisms for food. Food webs identify the relationships among producers, consumers, and decomposers in an ecosystem.

• Diversity and adaptations of organisms
  • Millions of species of animals, plants, and microorganisms are alive today. Although different species might look dissimilar, the unity among organisms becomes apparent from an analysis of internal structures, the similarity of their chemical processes, and the evidence of common ancestry.

• Biological evolution accounts for the diversity of species developed through gradual processes over many generations. Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.

MATERIALS

For each group of 2-3 students:

• Books, reference materials and/or computers to conduct research on sharks and rays.

For the class:

• A large sheet of paper or board and something with which to write.
• A photograph of a bull shark and a photograph of a whale shark. (See “Prep for Teachers” section for details.)
• One computer for the teacher with a digital projection system (to play video clips either downloaded or streaming from the Web).

OBJECTIVES

Students will be able to:

• Discuss similarities and differences between sharks, rays and other fish;
• Describe physical features and characteristics that have helped sharks survive, with specifics about angel, wobbegong and saw sharks;
• Provide details of physical features and characteristics that have helped rays survive, with specifics about electric, sting and manta rays;
• Explain that there are many different types of sharks and rays, with varied skills, physical features, temperaments and diets;
• Explain that some sharks and rays are harmful to humans, while others are not and provide specific examples of harmful and gentle species;
• Discuss that sometimes the largest species can be the most gentle;
• Provide detailed information about one species of shark or ray.

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video segments and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Print out one photo of a whale shark and one photo of a bull shark to show the class. Make sure that the image of the whale shark is about 3 times larger than the bull shark. See the “Web sites” section above for a list of sites with shark photos.

Proceed to ACTIVITIES

GRADE LEVEL: Grades 9-12

TIME ALLOTMENT: Five 45-minute class periods

OVERVIEW: This lesson focuses on symbiosis and ecological relationships. Students will investigate the many ways that species that live in close proximity to each other might interact in an ecosystem, whether via competition or predation or through an ongoing symbiotic relationship such as mutualism, commensalism, or parasitism. Segments drawn from the NATURE episode The Secret Lives of Sharks and Rays and an online interactive featuring the malaria parasite will be used to provide specific examples of these interactions. The students will discover that all ongoing ecological relationships, even parasitic or predatory ones, have evolved over long periods of time and are integral to the maintenance of the balance and stability of an ecosystem.

The lesson then moves to a discussion of the ways that ecosystems can be thrown out of balance, often as a result of human action. A video segment showing the barbaric practices of the shark fin harvesting industry is used as a case in point of a human behavior that places a species in peril. Students will brainstorm ideas for restoring the relationship between sharks and humans to a healthy balance and will view an optimistic video segment featuring the ecotourism industry. As a culminating activity, students will select a case study for which to formulate an “Ecosystem Action Plan.” They will research an ecosystem thrown out of balance by human action and will prepare a presentation for the class describing the problem and suggesting three possible actions that could be taken to rectify the imbalance.

SUBJECT MATTER: Biology/ Living Environment

LEARNING OBJECTIVES:

• Define and describe the possible ecological relationships between species that coexist in an ecosystem
• Classify specific interspecies relationships as mutualistic, commensal, or parasitic
• Understand that ecological relationships evolved over time and are integral to maintaining the balance and stability of ecosystems
• Name factors that can throw ecosystems out of balance
• Describe human actions that have contributed to ecosystem imbalance and species decline
• Suggest remedial actions to ameliorate human-caused imbalances in ecological relationships

STANDARDS AND CURRICULUM ALIGNMENT:

National Science Education Standards

CONTENT STANDARDS C: Life Science

All students should develop understanding of:

The interdependence of organisms

• Organisms both cooperate and compete in ecosystems. The interrelationships and interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands of years.
• Human beings live within the world’s ecosystems. Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems will be irreversibly affected.

New York State Regents Core Curriculum Alignments

Living Environment Core Curriculum

Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seeks answers, and develop solutions.

Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.

Performance Indicator 1.1: Elaborate on basic scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent one’s thinking.

1.1a scientific explanations are built by combining evidence that can be observed with what people already know about the world.

Performance Indicator 1.2: Hone ideas through reasoning, library research, and discussion with others, including experts.

1.2a Inquiry involves asking questions and locating, interpreting, and processing information from a variety of sources.

1.2b Inquiry involves making judgments about the reliability of the source and relevance of information.

Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Key Idea 1: Living things are both similar to and different from each other and from nonliving things.

Performance Indicator 1.1: Explain how diversity of populations within ecosystems relates to the stability of ecosystems.

1.1c In all environments, organisms compete for vital resources. The linked and changing interactions of populations and the environment compose the total ecosystem.

1.1d The interdependence of organisms in an established ecosystem often results in approximate stability over hundreds and thousands of years. For example, as one population increases, it is held in check by one or more environmental factors or another species.

1.1f Every population is linked, directly or indirectly, with many others in an ecosystem. Disruptions in the numbers and types of species and environmental changes can upset ecosystem stability.

Key Idea 6: Plants and animals depend on each other and their physical environment.

Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.

6.1g Relationships between organisms may be negative, neutral, or positive. Some organisms may interact with one another in several ways. They may be in a producer/consumer, predator/prey, or parasite/host relationship or one organism may cause disease in, scavenge, or decompose another.

Performance Indicator 6.3: Explain how the living and nonliving environments change over time and respond to disturbances.

6.3c A stable ecosystem can be altered, either rapidly or slowly, through the activities of organisms (including humans), or through climatic changes or natural disasters. The altered ecosystem can usually recover through gradual changes back to a point of long-term stability.

Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment.

Performance Indicator 7.1 Describe the range of interrelationships of humans with the living and nonliving environment.

7.1a The Earth has finite resources; increasing human consumption of resources places stress on the natural processes that renew some resources and deplete those resources that cannot be renewed.

7.1c Human beings are part of the Earth’s ecosystems. Human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems. Humans modify ecosystems as a result of population growth, consumption, and technology. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors is threatening current global stability, and if not addressed, ecosystems may be irreversibly affected.

Performance Indicator 7.3 Explain how individual choices and societal actions can contribute to improving the environment.

MEDIA COMPONENTS

Video

NATURE: The Secret World of Sharks and Rays, selected segments

Clip 1: “Shark and Turtle”

A battle between a loggerhead turtle and a shark.

Clip 2: “Unlikely travel companions”

A variety of symbiotic relationships exist between sharks and other marine species.

Clip 3: “Sharks and fishermen”

Sharks and fishermen compete for the same catch.

Clip 4: “Collapse of sharks”

This clip shows the destructiveness of the shark fin and shark cartilage industries.

Clip 5: “Sharks in our future”

If sharks can be shown to have value while alive, their future may be bright.

Access the streaming and downloadable video segments for this lesson at the Video Segments Page.

Web sites

Malaria games from nobelprize.org
This site provides two games – the mosquito game and the parasite game – to help students understand the transmission of malaria.

Life Cycle of a Malaria Parasite Interactive Tour
This flash-based interactive tour provides a detailed explanation of each stage of the malaria parasite’s life cycle.

MATERIALS

For each student:

• Ecological Relationships Student Organizer (PDF) (RTF)

For each group (3-4 students):

• Malaria Student Organizer (PDF) (RTF)
• Computer with Internet access
• Ecosystem Action Plan Student Organizer (PDF) (RTF)

For the teacher:

• One computer with Internet access for class demonstration
• Teacher Answer Key (PDF) (RTF)
• Ecosystem Action Plan Assessment Rubric (PDF) (RTF)

PREP FOR TEACHERS

Prior to teaching this lesson, you will need to:

Preview all of the video clips and Web sites used in the lesson.

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom’s Internet connection.

Bookmark the Web sites used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us or diigo (or an online bookmarking utility such as portaportal) will allow you to organize all the links in a central location.

Gather the necessary materials as outlined above in “Materials” in advance of teaching the lesson.

Next: Proceed to Activities

Visit episode web site

In this lesson students will learn about a complex and often-misunderstood animal, the white shark. Students will think critically about a set of shark facts and predict whether the statements are true or false, describe a year in the life of a white shark living in the Red Triangle, and create a public service announcement promoting either the protection of humans from sharks or the protection of sharks from humans.

Overview

Learning Objectives

Students will be able to:

• synthesize information from a variety of sources.
• interpret facts and express meaning through writing activities.

Materials:

• A copy of NATURE’S White Shark/Red Triangle program
• Internet access
• Paper

Bookmark the following sites:

Florida Museum of Natural History: White Shark
http://www.flmnh.ufl.edu/fish/Gallery/Descript/Whiteshark/whiteshark.html

University of Michigan: Carcharodon carcharias
http://animaldiversity.ummz.umich.edu/accounts/carcharodon/c._carcharias$narrative.html

Oceanic Research Group: Sharks: Top Predators With a Purpose
http://www.oceanicresearch.org/sharks.html

University of California, Berkeley: The Great White Shark
http://www.ucmp.berkeley.edu/vertebrates/Doug/shark.html

Google
http://www.google.com
Resource for photographs of white sharks.

Shark Research Committee
http://www.sharkresearchcommittee.com/90s_table.htm
List of Shark Attacks Along the Pacific Coast

Standards
http://www.mcrel.org/compendium/search.asp

Science, Standard 6, Level III
Understands relationships among organisms and their physical environment.

Reading, Standard 5, Level III
Uses the general skills and strategies of the reading process.

Reading, Standard 6, Level III
Uses reading skills and strategies to understand and interpret a variety of informational texts.

Writing, Standard 1, Level III
Uses the general skills and strategies of the writing process.

Procedures for Teachers

Background Activities

Activity One

Before students watch the WHITE SHARK/RED TRIANGLE program, they will demonstrate their background knowledge by predicting answers to true or false questions about sharks.

1. Divide students into small groups and give each group a copy of the “Truth and Lies About Sharks” handout. 

2. Explain to students that it doesn’t matter if they answer the questions correctly. The object of the activity is to think critically about sharks and access their background knowledge on this subject.

3. Tell students that they will discuss the statements as a group and agree on a final answer together. For every answer they give, they will write a brief explanation of their reasoning.

4. After students have finished, share the groups’ predictions and the correct answers with the entire class.

Answer Key for Truth and Lies About Sharks

Fact One
Sharks have spare teeth that move to the front of their mouths to replace a front tooth that falls out.
True

Fact Two
Great white sharks have to eat every hour.
False – Great white sharks may go up to three months without eating anything substantial.

Fact Three
White sharks can swim over 40 miles an hour for short distances.
True

Fact Four
For the first three months of their lives, baby sharks stay close to their mothers.
False – Baby sharks leave their mothers as soon as they are born.

Fact Five
More people are killed each year by deer than by sharks.
True

Fact Six
White sharks will not eat a seal otter.
True – Sea otters are related to the skunk and sharks do not like the way they taste.

Fact Seven
A surfer riding a long, thin surfboard is less likely to be attacked by a shark than a surfer riding a shorter, wider board.
True – Shark attacks on surfers increased in 1972 after a shorter surfboard was introduced on the market.

Fact Eight
Female sharks generally give birth to only one shark per year.
False – Sharks may give birth to as many as fourteen babies at a time.

Steps

Activity One

In this activity, students will write a non-fiction story that chronicles a year in the life of a white shark living in the Red Triangle

Teacher Note – This activity may be completed with or without watching the White Shark/Red Triangle program. If you are going to watch the program, ask students to divide a large piece of paper into 12 sections and label each section with a month of the year. Tell students to record information about what the white shark does during each month of the year. If your students are not going to watch the program, they may gather information from books, magazines, and the Web sites listed below to research sharks and write a non-fiction story about white sharks.

•  
  • Habitat
  • Behavior
  • Food
  • Reproduction
  • Social behaior
  • Danger to humans
  • Sharks and the media
  • Map of Red Triangle
  • Labeled diagram of a shark
  • Shark photographs of drawings
  • Florida Museum of Natural History: White Shark
    http://www.flmnh.ufl.edu/fish/Gallery/Descript/Whiteshark/whiteshark.html
     
  • University of Michigan: Carcharodon carcharias
    http://animaldiversity.ummz.umich.edu/accounts/carcharodon/c._carcharias$narrative.html
     
  • Oceanic Research Group: Sharks: Top Predators With a Purpose
    http://www.oceanicresearch.org/sharks.html 
  • University of California, Berkeley: The Great White Shark
    http://www.ucmp.berkeley.edu/vertebrates/Doug/shark.html 
  • Google
    http://www.google.com
    Resource for photographs of white sharks. Go to www.google.com and type in white sharks in the box and hit the “Google Search” button. Then click on the “Images” button near the top of the page to access photographs of white sharks.

1. Explain to students that they are going to write a non-fiction story that chronicles a year in the life of a white shark living in the Red Triangle. Tell students that their stories should include as many as possible of the following elements in relation to white sharks: 

2. Have students gather information about sharks. Students may use a variety of resources, including their notes from the WHITE SHARK/RED TRIANGLE program. The Web sites listed below contain information on white sharks:

3. Students may use the “Shark Information Organizer” to gather information for their story.

4. After the students have completed their stories, bind the books and have a class book party.

Activity Two

In this activity, students will research the impact white sharks have on an ecosystem and create a public service announcement in response to an imaginary movement to lift the protection on white sharks in California.

•  
  • Why do humans capture sharks and what do they do with them?
  • What dangers do sharks pose to humans?
  • What are some of the reasons that the shark population should be conserved?

1. Divide the class into groups of 2-4 students for this activity. 

2. Send students to the Shark Research Committee Web site.
http://www.sharkresearchcommittee.com/90s_table.htm
Tell students to scroll down until they see the “Case Histories of Unprovoked White Shark Attacks:” button and select one of the four choices (diver, kayaker, surfer, or swimmer) that are listed below the button. Make sure that at least one group chooses each of the categories so that all of the topics are covered.

3. Ask students to choose one story from the site to share with the entire class.

4. Provide time for groups to share their stories with the class.

5. Send students to the Florida Museum of Natural History Web site at http://www.flmnh.ufl.edu/fish/Gallery/Descript/Whiteshark/whiteshark.html and tell them to use this site to answer the following questions:

Teacher Note – Students may use the “Shark Questions” handout to record their answers.

6. Explain to students that they are to imagine that a young girl has recently been killed by a shark in the Red Triangle, and her family has begun a campaign to allow the killing of white sharks in the Red Triangle. Ask each group to take a position on this campaign and create a short community service announcement that states its opinion on the subject.

7. If possible, videotape or tape record the groups’ announcements and play them for the class. If you don’t have access to a video or tape recorder, have students read their announcements out loud to the class.

Extension Activity

Activity One

Create a pamphlet to educate the public about the role of sharks in the ecosystem.

Organizers for Students

The following link will open a new window. Each new window will contain a Student Organizer or Activity sheet for you to print out. Close the new window to return to this page.

Shark Information Organizer
Shark Question Organizer
Truth and Lies about Sharks