Shark_Unit

Shark Week Thematic Unit

By Jessica Williams

Table of Contents

Introduction & Rationale……………………………………………

Unit Sequence Grid…………………………………………………

Day One……………………………………..

Day Two…………………………………….

Day Three……………………………………

Day Four…………………………………….

Day Five……………………………………. .

Day Six………………………………………

Teacher Content Knowledge………………………………………..

Integration Planning Web…………………………………………….

Lesson Plans…………………………………………………………..

Shark Introduction…………………………….

Shark Body……………………………………

Shark Senses, Teeth, and Bite…………………

Food Chain and Food Web……………………

Hunting Sharks and Shark Attacks……………

Shark Test and Presentations…………………..

Bibliography…………………………………………………………….

Student Impact & Lesson Refinement………………………………….

Shark Introduction……………………………...

Shark Body……………………………………..

Shark Senses, Teeth, and Bite…………………..

Food Chain and Food Web……………………..

Hunting Sharks and Shark Attacks……………..

Shark Test and Presentation…………………….

Assessments…………………………………………………………….

Shark Test………………………………………

Narrative analysis of pre-post results…………..

Chart and Graph of pre-post results, class 1……

Chart and Graph of pre-post result, class 2…….

Student work examples………………………… pg.28 pg.39 pg.62 pg.69 pg.75 pg.81 pg.88 pg.91 pg.92 pg.93 pg.94 pg.95 pg.96 pg.98 pg.101 pg.102 pg.103 pg.104 pg. 2 pg. 4 pg. 7 pg.10 pg.14 pg.18 pg.22 pg.24 pg.27

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Introduction and Rationale

I believe integrating various topics of interest into the curriculum is an important key to gaining students’ interest and keep them motivated to work. I have chosen sharks as my unit topic because I personally want to gain more knowledge of sharks in hopes that my fear of them will lessen. Also, I believe sharks are the most fascinating and mysterious creatures on the planet. An entire week is devoted to sharks every year on the

Discovery Channel. After seeing how popular Discovery Channel’s Shark Week has become, I have decided to create my own “Shark Week” for my fifth grade class.

I was able to incorporate the Alabama Course of Study into all of my lessons. The two major subject focuses of my unit are English Language Arts and Science. English Language Arts will be taught using a book study for each of the leveled reading groups, and a research project for each of the groups. Science will be taught by learning basic information of sharks.

I was able to incorporate English Language Arts Standards one, two, four, eleven, twelve, and thirteen.

Standard one, demonstrate reading vocabulary knowledge, will be accomplished by students creating a list of vocabulary words they must gain knowledge of. In standard two and four, students must use a range of strategies to comprehend fifth-grade recreational reading materials in a variety of genres, as well as informational and functional reading materials. I demonstrated these standards by creating a book study for each of the three reading groups. Each group has a different book they are required to read and partake in numerous activities using what they read from the books. Students will read a nonfiction and fiction book and compare the differences between the two. Standard eleven states that students must use search strategies in the research process to identify reliable current resources and computer technology to locate information. This will be integrated by having students research various topics about sharks, including numerous encounters of shark attacks, and the different species of sharks. Standards twelve and thirteen relate to being a good presenter and

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good audience member. This will be accomplished when students present their shark presentations. They will be encouraged to demonstrate eye contact and articulate while presenting; and they must demonstrate their ability to be skillful listeners while being a respectful audience member.

For science, I was able to incorporate standards eight, identify major body systems and their functions; and nine, describe the relationship of populations within a habitat to various communities and ecosystems.

Standard eight will be integrated by having students label and identify the body parts of a shark. Standard nine will be integrated in numerous ways. First, students will draw and label the food chain of a shark, and will demonstrate how the shark’s role in the food chain affects the ecosystem. This will also be taught when discussing the hunting of sharks, and how their endangerment could affect the ecosystem.

My lesson will last approximately six days. Each day, students will learn various facts about sharks, as well as participate in a book study in which students read assigned chapters in an assigned book and then discuss their readings with their book study group. Throughout the unit, students will create a file-folder portfolio that will be used as a form of assessment. Students will fill the portfolio with facts, vocabulary, and diagrams they learn about throughout the unit.

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Activity

Title

ALCOS

Whole Group

Introduction

Day One

Green Group Yellow Group Blue Group

Book Introduction Book Introduction Book Introduction

Language

Arts: 1.)

Demonstrate reading vocabulary knowledge

Objective TSW demonstrate prior knowledge they have of sharks.

TSW gain knowledge of vocabulary related to sharks.

Language Arts:

2.) Use a range of strategies to comprehend fifthgrade recreational materials in a variety of genres; distinguishing fiction and nonfiction

Language Arts:


Language Arts:


4.) Use a wide range of strategies and skills to comprehend fifthgrade informational and functional reading materials



TSW determine the difference between fiction and nonfiction books.



Materials *Computer

*DSL Projector

*Shark

Knowledge

Pre-Test

*I Survived: The

Shark Attacks of

1916 by Lauren

Tarshis

*Shark! The Truth

Behind the Terror

*The Magic

School Bus: The

Great Shark

Escape by

Jennifer Johnston

*Eye Wonder:

*Ready, Freddy!

Shark Attack! By

Abby Klein

*Shark Attack!

By Cathy East

4

*Shark

Vocabulary

Pre-Test

*Student

Portfolios (file folders)

*Markers, crayons, colored pencils by Mike Strong Shark by Fleur

Star

Dubowski

Description TTW tell the students that they will be learning about sharks during the next week.

TTW play the video clip linked below to get the students excited about

“Shark Week.”

TTW show the two different books to the students. TSW determine which is fiction and which is nonfiction. TSW read the nonfiction book together as a group.

TTW then pass out a shark knowledge and vocabulary pretest to students/

TSW complete the test.

TTW explain that, along with learning information about sharks, students will be reading and participating in a book study

TTW give each student a copy of I

Survived: The

Shark Attacks of

1916 by Lauren

Tarshis. TTW tell the students to read chapters 1-3 that night and be prepared for a group discussion the next day.

For the rest of the period, students will read their books or finish decorating their


TTW give each student a copy of the book The

Magic School

Bus: The Great

Shark Attack by

Jennifer Johnston.

TTW tell students to read chapters 1 and 2 that night and be prepared for a group discussion the next day.

For the rest of the period, students


TTW give each student a copy of the book Ready

Freddy!: Shark

Attack! By Abby

Klein. TTW tell students to read chapter 1 and 2 that night and to be prepared for a group discussion the next day.

For the rest of the period, students will read their books or finish

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each day.

While teachers are meeting with small groups, and if time permits,

TSW decorate their shark portfolios. portfolios. will read their books or finish decorating their portfolios. decorating their portfolios.

Assessment Teacher observations

Teacher observations


Shark Intro: http://player.discoveryeducation.com/index.cfm?guidAssetId=5BA09A4C-721F-41BD-960F-

4F334797320A&blnFromSearch=1&productcode=US

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Activity

Title

ALCOS

Standard

Day Two

Whole Group

Shark Vocabulary and Bodies

Green Group Yellow Group Blue Group

Book Study and

Research

Introduction

Book Study and

Research

Introduction

Book Study and

Research

Introduction

Science: 8.) Identify major body systems and their functions

Language

Arts: 2.) Use a range of strategies to comprehend fifth-grade recreational reading materials in a variety of genres

Language


Language


11.) Use search strategies in the research process to identify reliable current resources and computer technology to locate information



Objective TSW apply their knowledge of the body parts of a shark to label and explain the parts’ functions

TSW demonstrate their ability to read and comprehend fifth-grade books.

TSW demonstrate their ability to apply research strategies to





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Materials *Computer

*DSL Projector

*Student portfolios

*diagram of shark

*diagram of shark copies for students obtain information about a topic.

*books

*cube outline obtain information about a topic.

*books

*cube outline obtain information about a topic.

*books

*cube outline

Description TTW go over the vocabulary test from the previous day.

TTW explain the definitions of all the vocabulary words.

After explaining the word breach, TTW play the link below so students can see what a breach looks like.

TT and TSW discuss what happened in chapters 1-3 of their books.

TTW assign chapters 4-6 for students to read that night.





TTW then demonstrate how to make a vocabulary flip-book. TT and

TSW create a vocabulary flip book and glue them into the portfolios.

TTW pass out a diagram of a shark’s body to each student.

TTW explain that each student will be assigned a famous shark attack to research. Each student will need to do this research during the computer time set aside for the week.

Students will find enough information to be able to fill out their cubes and discuss the

TTW explain that each student will be assigned a species of shark to research.

Each student will need to do this research during the computer time set aside for the week. Students will find enough information to be able to fill out their cubes and discuss the

TTW explain that each student will be assigned a species of shark to research.

Each student will need to do this research during the computer time set aside for the week. Students will find enough information to be able to fill out their cubes and discuss the

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TTW display the same diagram on the board. TTW demonstrate how to label each body part of the shark. After each label, TTW discuss the function and importance of that body part.

TSW label their copies of the shark diagram as the teacher discusses each part. TSW glue the labeled diagrams into their Shark

Portfolios. attack with the class. The cubes include information such as who was attacked, when the attack occurred, where the attack occurred, the extent of the victim’s injuries, and a summary of the attack.

For the remainder of the lesson, students will read their books. shark with the class. The cubes include information such as the name of the shark, what it eats, where it lives, interesting facts, and a description of what the shark looks like.

For the remainder of the lesson, students will read their books. shark with the class. The cubes include information such as the name of the shark, what it eats, where it lives, interesting facts, and a description of what the shark looks like.

For the remainder of the lesson, students will read their books.

Assessment Student portfolios *Teacher

Observations

*Shark Cubes

*Teacher

Observations

*Shark Cubes

*Teacher

Observations

*Shark Cubes

Shark Breach: http://player.discoveryeducation.com/index.cfm?guidAssetId=9D4D3566-AC68-4A29-AC8B-

22CFDC761890&blnFromSearch=1&productcode=US

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Day Three

Whole Group Green Group Yellow Group Blue Group

Activity Title Shark Senses,

Teeth, and Bite

Book Study and

Research

Book Study and

Research

Book Study and

Research

ALCOS

Standard

Objective

Science: 8.)

Identify major body systems and their functions

Language


Language


Language





TSW identify and describe the five senses of sharks.

TSW learn the functions of teeth for sharks.


TSW learn how much power is behind a shark’s bite.

TSW demonstrate their ability to apply research strategies to obtain





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Materials

Description

*Computer

*DSL Projector information about a topic.

*books

*cube outline information about a topic.

*books

* cube outline information about a topic.

*books

* cube outline

TTW have students get out a clean sheet of notebook paper and label it

“Shark Facts.”

TTW tell students that they need to take notes about sharks during that day’s lecture.

TTW play the

Discovery

Education video about shark senses linked below.

TTW then discuss the five different senses sharks have and the importance of each of the senses.



TSW read their books or work on their shark attack cubes.


TTW assign chapter 5 for students to read that night.

TSW read their books or work on their shark cubes.




When talking about sharks taste, TTW discuss interesting facts about sharks’ teeth. TTW tell students that not every

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Assessment

TTW display an image of different shapes of shark teeth and what type of shark has each tooth.

TTW play the

Discovery

Education video clip linked below.

TTW demonstrate how students will fold their shark facts notes and paste them into their portfolios.

Shark Notes species of shark has the same type of teeth.

Many sharks have different types of teeth because the different shaped teeth are used for different purposes. The size and shape of the shark depends on what the shark eats.

*Teacher *Teacher *Teacher

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and Portfolios Observations Observations Observations

*Shark Cubes *Shark Cubes *Shark Cubes

SharkSenses: http://player.discoveryeducation.com/index.cfm?guidAssetId=5BA09A4C-721F-41BD-960F-4F334797320A&blnFromSearch=1&productcode=US

Shark Teeth: http://player.discoveryeducation.com/index.cfm?guidAssetId=5BA09A4C-721F-41BD-960F-4F334797320A&blnFromSearch=1&productcode=US

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Activity Title

ALCOS

Standard

Objective

Day Four


Shark Food

Chain

Book Study and

Research

Book Study and

Research

Book Study and

Research

Science: 9.)

Describe the relationship of populations within a habitat to various communities and ecosystems; describing the relationship between food chains and food webs

Language


Language


Language





TSW demonstrate their knowledge of a food chain by creating a food chain of a shark







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Materials

Description

*food chain diagram

*student portfolios information about a topic.

*books


*books


*books

* cube outline

TTW tell students that they are going to learn about what sharks eat.



TTW play the

BrainPop video clip linked below that discusses food chains and food webs and how they are connected.


TT and TSW discuss what happened in chapter 5 of their books.



TTW assign chapter 7for students to read that night.



TTW describe an example of a food chain, and then describe an example of a food web. TTW explain and discuss the difference between the two and how the two relate to one another.

TTW then ask

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students to list some things sharks eat.

Together, TT and TSW make a list of things sharks eat.

TT, with the help of the students, will draw a diagram of a shark food chain using a few of the items from the list.

TTW label and discuss the producers, primary consumers, and secondary consumers.

TSW then draw their own shark food chains in their shark portfolios.

TSW label each level of the food chain

(producer, consumer, etc.)

If time permits,

TTW play the video clip linked below

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Assessment about the strange eating habits of a tiger shark.

Shark Portfolio *Teacher

Observations

*Shark Cubes

*Teacher

Observations

*Shark Cubes

*Teacher

Observations

*Shark Cubes

Food Chain and Food Web: http://www.brainpop.com/science/ecologyandbehavior/foodchains/

Tiger Shark Diet: http://player.discoveryeducation.com/index.cfm?guidAssetId=5BA09A4C-721F-41BD-

960F-4F334797320A&blnFromSearch=1&productcode=US

17


Book Study Book Study Book Study Activity Title Hunting Sharks and Shark

Attacks

ALCOS

Standard

Science: 9.)

Describe the relationship of populations within a habitat to various communities and ecosystems.

Language


Language Arts:

2.) Use a range of strategies to comprehend fifth-grade recreational reading materials in a variety of genres



Language Arts:

2.) Use a range of strategies to comprehend fifth-grade recreational reading materials in a variety of genres


Objective TSW learn the importance of the conservation of sharks.

Day Five


TSW develop an awareness of what provokes sharks to attack.

TSW develop an awareness of safety tips to






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Materials

Description prevent sharks from attacking. obtain information about a topic.

*Magic Tree

House Fact

Tracker:

Dolphins and

Sharks by Mary

Pope Osborn and Natalie

Pope Boyce

*books

* cube outline

*computer

*DSL projector obtain information about a topic.

*books

* cube outline obtain information about a topic.

*books

* cube outline

TTW tell students that they need to take notes on their “Shark

Facts” sheet in their portfolios during the lesson of the day.



TTW ask students to raise their hands if they are afraid to swim because of the fear of a shark attack. TTW tell students that sharks rarely attack people, and there are only

25 types of sharks out of




TT and TSW discuss what happened in chapter 7of their books.




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the 300 that are dangerous to humans.

TTW play the

BrainPop video linked below about shark attacks. TTW then talk about the three types of shark attacks: hit-andrun, sneak, and bump-and-bite.

TTW then discuss safety tips to use when swimming in order to prevent a shark attack.

TTW then explain that since so many people are terrified of sharks, numerous people hunt sharks.

TTW discuss why some people hunt sharks, and which body parts of the sharks people

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use to make other things.

TTW tell students that some species of sharks are becoming endangered because they are hunted so often. TTW discuss the importance of the conservation of sharks in order to prevent a disturbance in the ecosystem.

TTW read pages 99-105 of the Magic Tree

House book.

Student portfolio

*Teacher

Observations

*Shark Cubes

Assessment *Teacher

Observations

*Shark Cubes

*Teacher

Observations

*Shark Cubes

Shark Attacks: http://www.brainpop.com/science/earthsystem/sharkattacks

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Activity Title

ALCOS

Standard

Objective

Day Six


Shark Test Shark

Presentation

Shark

Presentation

Shark

Presentation

Language

Arts: 1.)

Demonstrate reading vocabulary knowledge

Science: 8.)

Identify major body systems and their functions

Language


Language


Language


9.) Describe the relationship of populations within a habitat to various communities and ecosystem; describe the relationship between food chains and food webs

12.)

Demonstrate eye contact, articulation, and appropriate voice intonation with expository presentations.

12.)


12.)


13.) Apply strategies of a skillful listener, including eye contact, attending to the listening task, and assigning meaning to the message.



TSW apply their knowledge of sharks to complete a test.

TSW demonstrate their ability to present information publicly.



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TSW demonstrate their ability to be an active, supportive, and respective audience.



Shark Attack

Cubes

Shark Cubes Shark Cubes Materials Shark

Knowledge

Test

Shark Vocab

Test

Description TTW pass out a knowledge and vocabulary test to each student.

TSW complete the tests independently and then turn them into the proper folder when they are complete.


TSW take turns presenting different stories of shark attacks that have occurred in the

United States.



TSW take turns presenting information about their shark to other students.

TSW take turns presenting information about their shark to other students.

Assessment Shark Attack

Cubes

Shark Cubes Shark Cubes Shark

Knowledge

Tests

Shark

Vocabulary

Tests

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Teacher Content Knowledge

Before beginning my unit, I had to do extensive research on the subject of sharks. I wanted to make sure

I mastered this knowledge before teaching my children about sharks. I used numerous resources, including video clips, books, and online materials in order to enhance my knowledge of sharks.

Shark Bodies

The physical shape and features of a shark influence their hunting and living habits. The torpedo-shaped body helps them cut though the water in hunt of their prey. Most sharks are camouflaged in the way they are darker on the top than on the bottom. When seen from above, sharks blend in with the darkness of the ocean floor; and when seen from below, sharks blend in with the sunlight. Shark’s skin is as rough as sandpaper and is made up of dermal denticles. Sharks breathe through gills, not lungs. They each have between 5 and 7 gill slits

(Plesis, 2012).

Sharks have five main fins: dorsal fin, second dorsal fin, pectoral fin, pelvic fin, and caudal fin. The dorsal fin, the triangular-shaped fin on top of the shark) helps maintain stability. Sharks also use the turbulence created by this fin to push them through water. The second dorsal fin, found between the dorsal fin and the caudal fin, stabilizes the shark’s forward swimming motion. The pectoral fins located underneath the shark let the shark move up or down and turn left or right. The pelvic fin helps the shark change course. The caudal fin, also known as the shark’s tail, provides all the power to push the shark forward (Gordon, 2003).

Shark Senses

Sharks have the senses of smell, sight, hearing, taste and touch. Their sensory organs are adapted to their underwater habitat. They use their nostrils for smelling only, not breathing, and can smell one milliliter of blood in one thousand liters of water. The shark’s pupil in its eye can dilate and contract to allow different amounts of light in, which allows it to create clearer pictures in murky water. Although sharks can see in color, they are

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more sensitive to changes in light than changes in color. Sharks use their ears and lateral lines to both hear and detect vibrations. Sharks have the impeccable ability to hear low-frequency noises and find where the noise is coming from. The taste buds of a shark are placed throughout its mouth, not on its tongue. Sharks use electroreception to sense where prey is and where danger lies. They are extremely sensitive to electrical activity.

The lateral line helps the shark sense water vibrations, which is the perfect way to find an injured fish (Plesis,

2012).

Shark Teeth and Bite

All sharks are carnivores, so most of them need powerful jaws and sharp teeth to kill their prey.

However, different sharks have different teeth depending on what they eat. Sharks may have up to 3,000 teeth at one time. The biggest teeth are at the front. Sharks can push their jaws forward away from their skull to take much bigger bites than normal. Sometimes, a great white can put so much force behind its bite that it does something known as a breach: it jumps out of the water completely to attack its prey and then flips back into the water. A tiger shark’s jaws are so strong; it can bite through a turtle’s shell (Star, 2009).

Shark Food Chain

A food chain refers to a natural system by which energy is transmitted from one organism to another. It consists of four parts: the sun, producers, consumers, and scavengers. A food web is a bunch of food chains that make up an ecosystem (Mukherjee, 2009). Food webs show how plants and animals are connected in many ways to help them all survive. Food chains follow just one path of energy as animals find food (Galgas, 2012).

All animals are important in the food chain, because it keeps a balance amongst the ecosystem. For example, sharks perform a very important job in the ocean by eating week and sick animals. This keeps the population of animals in the ocean well-balanced (Batchelor, 2012).

Hunting of Sharks

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Many fishermen hunt sharks for their skin, meat, fins, and the oil that is found in their liver. The skin is used for leather products. The fins are valuable for the Japanese delicacy, Shark Fin Soup, which costs about

$100 per bowl. The liver is filled with oil that is valuable because of the mineral found in it. Hunting these animals means lower population numbers, which could eventually lead to the extinction of several species of sharks. If this happens, then the relationship between prey and predator becomes unbalanced (Plesis, 2012).

Shark Attacks

There are three different types of shark attacks. The hit-and-run attack is when sharks attack humans out of curiosity or having mistaken then for a seal. These attacks often occur in shallow waters, and the shark will usually retreat after one bite.

The sneak attack happened without warning. They usually happen in deeper waters. Sneak attacks are thought to be the result of feeding or aggression rather than mistaken identity. These will usually involve a number of bites or injuries, and often prove to be fatal.

The bump-and-bite attack usually takes place in the open sea. The shark’s intention is to attack the victim rather than just investigate it. The shark will repeatedly circle the victim and bump into them with a sign if aggression before actually attacking them (Collins, 2010).

In order to make sure you are swimming safely, follow these few rules: 1) swim in groups; 2) avoid swimming at dusk or during the night. Many sharks are most active at night; 3) stay away from sandbars.

Sharks sometimes lurk around sandbars looking for fish; 4) if you see a fin moving back and forth, get out of the water; and 5) when you’re racing to get out, don’t splash (Osborne & Boyce, 2003).

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Integration Planning Web

P.E.

Students can play

“shark;” guppies

(students) try to make it to other side of gym without being tagged

Social Studies

Students can use maps to locate different locations of famous shark attacks, and most shark-infested waters in world

Math

Students can calculate how many total teeth there would be in a tank if you had Xamount of sharks.

Note: Sharks have about 3,000 teeth

Sharks

Reading

Book study and vocabulary knowledge

Science

Entire unit can be used for science

27

Name: Jessica Williams

Subject/Grade level: Science/Reading 5th

Date lesson taught:

Shark Introduction

Group size:

School:

54

Calera Middle

Goals: TSW develop an understanding of various facts and information about sharks.

State/Local Standards: ALCOS: Language Arts: 1.) Demonstrate reading vocabulary knowledge 2.) Use a range of strategies to comprehend fifth-grade recreational reading materials in a variety of genres

Science: 8.) Identify major body systems and their functions

9.) Describe the relationship of populations within a habitat to various communities and ecosystem; describe the relationship between food chains and food webs

Objectives (action verb – Bloom’s) Assessment

TSW demonstrate prior knowledge they have of sharks.


TSW gain knowledge of vocabulary related to sharks.

Pre-Tests


Procedures (will vary depending upon discipline, course, and/or content area)

Exploratory Introduction

TTW say, “Every year the Discovery

Channel has a special week dedicated to this certain animal. This animal is fascinating in so many ways. I am so

Materials & Resources

28

intrigued by this animal that I have decided to dedicate a week of lessons to it! Raise your hand if you can guess which animal I am talking about.”

TTW call on students who have their hands raised.

Before revealing which animal is being discussed, TTW play the following video clip in order to get the students excited about the weeks’ lessons. http://player.discoveryeducation.com/index

.cfm?guidAssetId=5BA09A4C-721F-

41BD-960F-

4F334797320A&blnFromSearch=1&produ ctcode=US

Purpose

Computer

When the video is done, TTW say, “This weeks’ lessons will be dedicated to sharks!

We are going to learn all about sharks this week! Thumbs up if you are excited!”

DSL projector

TSW respond accordingly.

Lesson Development

TTW say, “Before we start learning about sharks, I have to get an understanding of what each of you know about sharks. This will help me know what I need to focus more attention on this week during our lessons. I am going to give each of you a shark knowledge and a shark vocabulary test. These are not tests. I just need to see what you already know. Make sure you work hard and do your best. When you

29

have finished your tests, turn them into the reading folder. Are there any questions?”

TTW pause for questions and answer any questions the students have. TTW then pass out the tests.

TTW say, “Read each question carefully and do your best. If you have a question, raise your hand and I will come help you.

You may begin.”

TSW begin their tests. When complete, students will turn their tests into the folder.

Once everyone has turned in their tests,

TTW give every student a folded file folder. TTW say, “This is going to be used as your Shark Portfolio. Today, we are going to decorate them. We will use these every day and fill them with various facts about sharks.”

Shark knowledge tests

Shark vocabulary tests

TTW show students an example of a completed portfolio. TTW say, “Today, all

I need you to do is decorate the exterior of your portfolio. The front must include your name and something about “sharks.” You may decorate the back any way you like.

Do Not write on the inside of the folders.

This space is going to be used to put our shark information on throughout the week.

Are there any questions?”

File folders (shark portfolios)

TSW raise their hands if they have any

30

questions, and TTW answer accordingly.

TTW then say, “In addition to learning about sharks, we are all going to participate in a book study! Each group has an assigned book that they are going to read.

You are responsible for reading your assigned chapters each night so you can be prepared for the discussion we will have every day. Are there any questions?”

TSW raise their hands if they have a question, and TTW answer the questions accordingly.

TTW say, “When I say ‘Go!’ I would like you to start working on your shark portfolios. Remember, you are only decorating the outside. While you’re working, listen carefully for your group to be called to the back.”

Book Study

While students are working on their portfolios, TTW call each group back one at a time. Once the groups are called back,

TTW say, “During our Shark Week, we are going to have a book club! We are going to each have a copy of the same book, and we are each going to read the same chapters each night. We will meet together every day for our book club and discuss what we read the previous night. It is very important that you read the assigned chapters each night so you can participate in the discussion. Do not read ahead, because you could accidentally reveal other things

31

during the discussion. Are there any questions?”

File folders

Markers

TTW allow students to ask questions and will answer accordingly.

Crayons

TTW say, “Before I give you your books, we are going to discuss what type of book we think it is. There are nonfiction books and there are fiction books. Raise your hand if you can tell me what a nonfiction book is.”

Students will raise their hand and give a response saying, “Nonfiction stories are real-life.”

TTW say, “Good! So if a nonfiction story is real, a fiction story must be imaginary!

Thumbs up if you agree.”

TSW hold their thumbs up.

TTW hold up two books. (The titles of the book are listed here, according to each group.)

Colored pencils

Green Group: I Survived: The Shark

Attacks of 1916 by Lauren Tarshis

Shark! The Truth Behind the Terror by

Mike Strong

Yellow Group: The Magic School Bus:

The Great Shark Escape by Jennifer

Johnston

32

Eye Wonder: Shark by Fleur Star

Blue Group: Ready, Freddy! Shark Attack!

By Abby Klein

Shark Attack! By Cathy East Dubowski

TTW say, “Point to the nonfiction book.”

TSW point to the nonfiction book.

TTW say, “Raise your hand if you can tell me how you know this is a nonfiction book.”

TSW raise their hands. Students will discuss how the cover is a real photograph instead of a cartoon, so that gives us a hint that it is nonfiction.

TTW say, “When I set you free in a minute, you are going to read the nonfiction book together as a group. First, I am giving each of you a copy of the fiction book. These fiction books are going to be the books we read for our book study.”

TTW give each student a copy of the fiction book.

TTW tell the students the assigned chapters that need to be read for that night.

Copies of fiction and nonfiction books

TTW say, “Are there any questions before you get started?”

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TTW answer questions accordingly.

Expansion Activity

TTW say, “Ok! Make sure you read the correct chapters tonight! You may all read this nonfiction book together now. When you are finished reading the book, you may start reading your chapters for tonight or finish decorating your portfolios.”

The groups will take their nonfiction books and read them together. Then they will continue working on their portfolios or read the chapters for that night.

Accommodations: TTW allow students to move to the front of the room in order to see the video easier. TTW allow for oral administration of test. TTW check for student understanding of instructions when presenting materials. TTW seat students in an area free of distraction in order to create a better learning environment.

Modifications (IEP): In accordance to IEP

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What do you know about...

SHARKS

Directions: Read each question carefully. Choose the best answer for each question. Do your best 

Use the following word bank to fill out each of the important body parts of a shark. caudal fin second dorsal fin pelvic fin pectoral fin dorsal fin mouth nostril gills

35

1.

A shark can have up to __________ teeth at one time. a.

30 b.

300 c.

3,000 d.

30,000

2.

A shark can smell ____________ blood in 1,000 liters of water. a.

1,000 milliliters b.

1 milliliter c.

500 milliliters d.

none of the above

3.

A _______________ refers to a natural system by which energy is transferred from one organism to another. a.

Ecosystem b.

Food chain c.

Food Map d.

Food web

4.

A ________________ is a bunch of food chains that make up an ecosystem. It shows how plants and animals are connected in many ways to help them survive. a.

Ecosystem b.

Food chain c.

Food Map d.

Food web

5.

A ______________ shark attack usually takes place in the open sea. The shark’s intention is to attack. The shark will circle the victim and bump into them with a sign of aggression before attacking. a.

Hit-and-run b.

Sneak c.

Bump-and-bite

6.

In a _____________ shark attack, the shark attacks a human by mistake and will usually retreat after one bite. a.

Hit-and-run b.

Sneak c.

Bump-and-bite

7.

A _____________ shark attack happens without warning, and usually occurs in deeper waters.

They usually involve numerous bites and injuries, and are proven to be fatal. a.

Hit-and-run b.

Sneak c.

Bump-and-bite

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8.

Which of the following is not part of the shark a fisherman will use or sell? a.

Eyes b.

Skin c.

Meat d.

Fins e.

Oil in liver

Below are some facts and myths about sharks. Write “fact” if you think the statement is a fact, and

“myth” if you think the statement is a myth.

1.

All sharks are dangerous to humans. ___________

2.

You are more likely to get in a car wreck on the way to the beach than to get attacked by a shark while at the beach. ____________

3.

Sharks love to eat humans. _____________

4.

Sharks are fish. _____________

Below is a list of swimming tips. Write “do” if this is something you should do to prevent a shark attack,

and “don’t” if it is something that you should not do to prevent a shark attack.

1. Swim in groups. _________________

2. Wear bright, flashy jewelry and clothing. ________________

3. Swim at night. _________________

4.

Stay away from sandbars. __________________

5.

Splash around in the water and make a lot of noise. __________

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Shark Vocabulary Test

Directions: Choose the word from the word bank that best matches the definition given.

Write the word on the blank. breach ecosystem serrated carnivore frenzy species

1. having a jagged or saw-like edge

______________________________ camouflage lateral line

2. craziness, wild excitement, violent agitation

______________________________

3. an animal that eats only meat

______________________________

4. a system of sensory organs in fishes and aquatic amphibians consisting of a series of cells on the head and along the sides of the body that detect pressure changes and vibrations

______________________________

5. an organism’s ability to blend in with its environment

______________________________

6. living things that work together and their environment

______________________________

7. to leap partly or completely out of the water, head first, and land on the back or belly with a resounding splash

______________________________

8. a class of individuals having some common characteristics or qualities

_____________________________

38

Shark Vocabulary and Bodies


Subject/Grade level: Science/Reading 5th Group size: 54

School: Calera Middle Date lesson taught:

Goals: TSW develop an understanding of vocabulary terms used in relation to sharks. TSW develop an understanding of the functions of the major body parts of the shark.

State/Local Standards: ALCOS: Science 8.) Identify major body systems and their functions, including the circulatory system, respiratory system, excretory system, and reproductive system

Language Arts 2.) Use a range of strategies to comprehend fifth-grade recreational reading materials in a variety of genres 11.) Use search strategies in the research process to identify reliable current resources and computer technology to locate information

Objectives (action verb – Bloom’s)

TSW apply their knowledge of the body parts of a shark to label and explain the parts’ functions.

Assessment


Shark Body Diagrams

Shark Portfolios

Shark and Shark Attack Cube Presentations



TTW say, “Today we are going to make vocabulary flip-books to glue into our portfolios. We are going to use all of these words during shark week, so it is important


39

that we learn them!”

TTW say, “I am going to say each word, and when I do, I want you to repeat the word after me.”

TTW read the following words, and TSW repeat the word.

Carnivore

Camouflage

Ecosystem

Frenzy

Lateral line

Serrated

Species

Breach


TTW pass a sheet of notebook paper to each student.

TTW demonstrate how to fold the paper in half hot-dog-style. TTW then instruct students to write each word on the lines of the paper, making sure to skip 2-3 lines per word. TSW write the words on the paper.

Notebook paper

TTW then demonstrate where to cut the paper in order to turn the sheet into a flipbook.

40

TTW explain to students that they are going to write the correct definitions on the inside of the tabs.

Pencils

TTW say, “Watch as I demonstrate where to write your definitions. A carnivore is an animal that eats only meat. So, I will write the definition ‘an animal that eats only mean’ under the tab that reads ‘carnivore.’”

TTW ask if any students have and questions. Once there are no more questions, TTW continue.

Scissors

TTW say, “Write the definition of carnivore in to correct location.”

TSW write the definition of carnivore under the carnivore tab.

TTW say, “Listen as I go over the definitions to the other words. I will type them on the board so you can see the definition to write in your flip book.”

TTW discuss the following definitions, and type them on the board for students to see.

Camouflage

: an organism’s ability to blend with their environment

Ecosystem: living things that work together and their environment

Frenzy: craziness, wild excitement, violent

41

agitation

Lateral line: a system of organs in fishes consisting of a series of cells on the head and along the sides of the body that detect changes in vibrations

Serrated: having a saw-toothed or jagged edge

Species: a class of individuals having some common characteristics or qualities

Breach: to leap partly or completely out of the water, head first, and land on the back or belly with a splash

TSW copy each definition into their flip books.

TTW say, “When you finish writing your definitions, glue your flip book onto the left side of your portfolio. As you finish writing the definitions and gluing the books into your portfolis, I am going to play a video clip that shows an example of a breach.”

TTW play the following video clip. http://player.discoveryeducation.com/index

.cfm?guidAssetId=9D4D3566-AC68-

4A29-AC8B-

22CFDC761890&blnFromSearch=1&prod uctcode=US


When the video is done, TTW draw a diagram of a shark on the board. This diagram will match the diagram the

42

students labeled on the pre-test.

TTW then draw arrows to each important body part of the shark.

TTW say, “This is the basic diagram of a shark’s body. Now we are going to learn the names of the different body parts of the sharks and how each body part helps the shark function.”

Glue


TTW pass out a blank shark diagram to each student.

TTW say, “As I label and discuss each body part, you need to do the same.”

Computer

DSL projector

TTW will give the students basic information about sharks’ bodies. “The physical shape and features of a shark influence their hunting and living habits.

The torpedo-shaped body helps them cut though the water in hunt of their prey. Most sharks are camouflaged in the way they are darker on the top than on the bottom.

When seen from above, sharks blend in with the darkness of the ocean floor; and when seen from below, sharks blend in with the sunlight. Shark’s skin is as rough as sandpaper and is made up of dermal denticles.”

White board

Expo marker

TTW point to the arrow pointing to the sharks gills and write “gills” on the board.

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TTW say, “Sharks breathe through gills, not lungs. They each have between 5 and 7 gill slits.”

TTW give the following information while labeling the different parts of a shark. TSW label their diagram while their teacher labels the diagram on the board.

“Sharks have five main fins: dorsal fin, second dorsal fin, pectoral fin, pelvic fin, and caudal fin. The dorsal fin, the triangular-shaped fin on top of the shark, helps maintain stability. Sharks also use the turbulence created by this fin to push them through water. The second dorsal fin, found between the dorsal fin and the caudal fin, stabilizes the shark’s forward swimming motion. The pectoral fins located underneath the shark let the shark move up or down and turn left or right. The pelvic fin helps the shark change course.

The caudal fin, also known as the shark’s tail, provides all the power to push the shark forward.”

Shark diagrams

Once the students have finished labeling their sharks, TTW instruct them to glue them into the bottom of the middle section of their portfolios. TSW have 2 minutes to finish gluing their shark diagrams into their portfolios before the lesson continues.

Book Study

TTW say, “When I say go, I want you to meet with your groups to discuss the chapters you read last night. Green group

44

will be in the hallway, yellow group will be in the center of the floor, and blue group will be at the round table. I want you and your group to discuss the following:

*Who are the characters in the story so far?

*What are the main events that occurred in these chapters?

*What are the problems, if any, the characters face in these chapters?

*What do you think may happen next?

*What is your favorite part of the story so far?”

TTW ensure students that she will be walking around during the Book Study discussions and will be listening in on each group.

TTW say, “You may now go and meet with your groups.”

TSW take their books with them to their designated places.

TTW walk around to each group during the book study time. TTW assign that night’s chapters to each group.

Green Group: chapters 4-6

Yellow Group: chapters 3-4

Blue Group: chapters 3-4

TTW also discuss the “cube presentation”

45

with each group. TTW give each member a layout of the cube. TTW say, “Each of you will be assigned a famous shark attack

(green group)/ species of shark (yellow and blue group). You are going to do research on this shark whenever you go to the computer lab this week. You will need to find enough information to be able to fill out your cube and discuss the shark attack/species with the class. You will need to include all of the information you find on your cube. You will present these to the class on the last day of shark week! Are there any questions?”

TTW wait for student questions and will answer accordingly.


While visiting each group, TTW say,

“When you are finished with your group discussion, you may finish anything on your portfolio, begin reading the chapters for tonight, or work on your shark cubes that are due in a few days.”

Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special needs, enrichment for gifted students): Students with poor vision will be able to move to the front of the classroom so they can see the pictures easier. Students with poor vision will be given large-print copies of the diagram and chapter books. TTW monitor the student’s comprehension of language and vocabulary during instruction. TTW give frequent reminders of homework assignments. TTW set time limits for specific task completion to help students who have a difficult time staying on task. TTW make frequent check for assignment progress. TTW give written directions to supplement verbal directions. For students with poor attention skills and poor fine motor skills, TTW provide a typed copy of the vocabulary words instead of having students write them.


46

Shark Vocabulary

Breach: to leap partly or completely out of the water, head first, and land on the back or belly

with a splash

Carnivore: an animal that eats only meat

Camouflage: an organism’s ability to blend with their environment

Ecosystem: living things that work together and their environment

Frenzy: craziness, wild excitement, violent agitation

Lateral line: a system of organs in fishes consisting of a series of cells on the head and along

the sides of the body that detect changes in vibrations

Serrated: having a saw-toothed or jagged edge

Species: a class of individuals having some common characteristics or qualities

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Shark Portfolio Rubric

Exemplary Accomplished Developing Beginning

Vocabulary Flip

Book

All words and definitions are printed correctly and neatly.

Most words and definitions are printed correctly and neatly.

Pts: 13

Pts: 15

All body parts are properly labeled.

Most body parts are properly labeled.

Shark Body

Diagram

Pts: 10 Pts: 8

3-5 words and/or definitions are missing.

Pts: 10

3-4 body parts or labeled incorrectly.

Pts: 6

Shark Food

Chain Diagram

Shark Notes

All levels of the food chain are labeled and have at least one animal drawn.

Pts: 10

Most levels of the food chain are labeled and have at least one animal drawn.

Pts: 8

At least ten facts are written about sharks.

Pts: 5

7-8 facts are written about sharks.

Pts: 4

2 levels of the food chain are not labeled and/or do not have an animal drawn.

Pts: 6

5-6 facts are written about sharks.

Pts: 3

6 or more words and/or definitions are missing.

Pts: 5

6 or more parts are labeled incorrectly.

Pts: 4

3 or more levels are not labeled and/or do not have an animal drawn.

Pts: 4

4 or less facts are written about sharks.

Pts: 2

Exterior

Appearance

Overall

Appearance

Everything is attractively colored and decorated.

Pts: 5

All items are colored and located in the correct place.

Pts: 5

A majority of the exterior is colored and decorated.

Only the back or front is colored and decorated.

Pts: 4 Pts: 2

Only 1 item is not colored or is in the wrong place.

Pts: 4

2 items are not colored or are in the wrong place.

Pts: 2

There is no color on the exterior.

Pts: 1

3 or more items are not colored or are in the wrong place.

Pts: 1

Total Score: _______

Score

48

49

Date of Attack

Summary of Attack

Location of Attack

Interesting Information

Name of Victim

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Brook Watson

John Singleton Copley was the most renowned painter in Colonial America . Although he was best known as a portrait artist, one of his more famous paintings was called "Watson and the Shark." This painting depicts a brutal scene of a fair-haired young boy reaching from the water for help as a large shark closes in, mouth open and ready for dinner.

Copley based his painting on an actual shark attack from 1749. The victim was Brook Watson, a 14-year-old crew member of a trading ship that was docked in Havana, Cuba . Watson was swimming in the harbor one day when a shark attacked him not once, but twice. The good news? His shipmates witnessed the attack and pulled him from the water, saving his life. The bad news? They were a little late. Watson lost his foot in the attack and later had the leg amputated below the knee. Watson did, however, go on to lead a good, full life -- serving in the

House of Parliament for nine years as well as becoming the Lord Mayor of London. Not to mention the notoriety he received as being the first known shark-attack survivor.

Barry Wilson

Barry Wilson's case is notable because he was the first recorded shark attack victim in California history and because of the many eyewitness accounts of the attack. It was on Dec. 7, 1952, that the17-year-old tuba player was killed in the Pacific Ocean near Lover's Point in Pacific Grove, Calif. Wilson was swimming with a friend about 40 feet from shore in roughly 30 feet of water. One eyewitness saw Wilson jerk suddenly and unnaturally from side-to-side. Wilson screamed, drawing the attention of his fellow swimmers, including his close friend,

Brookner Brady. Witnesses then reported seeing the shark attack Wilson from the front, completely lifting him from the water to his knees. He was then dragged under, before reappearing in a pool of blood , screaming and flailing his arms. Brady and four members of the Monterey Peninsula Sea Otters, a skin diving club, swam to his aid. They managed to get Wilson onto an inner tube and fought for 30 minutes to get him through the rough surf and back to the beach with the shark following them the entire time. Sadly, wounds to Wilson's left leg, right thigh, back and buttocks were too severe -- he died by the time they reached the shore.

Robert Pamperin

The case of Robert Pamperin is interesting because he may have actually been completely devoured by a giant great white shark . Pamperin and his diving partner, Gerald Lehrer, were diving for abalone off the coast of San

Diego, Calif ., in 1959, swimming about 50 feet (15 meters) apart. Lehrer heard Pamperin scream, "Help me!" and turned to see his fellow diver upright and high out of the water with his mask off. Lehrer swam toward his friend and watched as he descended slowly beneath the water. At this point, Lehrer dove down to see Pamperin in the mouth of a gigantic shark he estimated to be more than 22 feet (7 meters) long. Lehrer noted that

Pamperin was in the shark's mouth up to his waist and was dragged down to the ocean's floor. Lehrer dived down and saw the shark thrashing about with Pamperin still in his mouth. He ascended to get a good breath, and then dived again to try to frighten the shark. This didn't work, so Lehrer swam to shore and alerted the life guards. Scuba divers spent two hours combing the waters for any sign of Pamperin, only to find a single swim fin and his inner tube.

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Omar Conger

Omar Conger was another free-diving abalone hunter. He was one of four victims during a minifeeding frenzy in 1984 near Santa Cruz, Calif. Conger and his diving partner, Chris Rehm, were a long way from shore, nearly

500 feet (150 meters), and about 15 feet (4.4 meters) apart when he took a moment to tread water and rest. Out of nowhere, a huge great white shark grabbed Conger, shook him and pulled him under. A few seconds later, the shark surfaced with Conger still in its mouth and headed straight for Rehm. The big fish released Conger when he was close to Rehm and disappeared.

Rehm pulled his friend onto a flotation mat and brought him back to shore, only to find that Conger was already dead from massive blood loss. The wounds to Conger's legs, hands and buttocks indicate that the great white was roughly 16 feet (5 meters) long.

Over the next two weeks there were three more shark attacks. Fortunately, those victims all survived.

Bethany Hamilton

Thirteen-year-old Bethany Hamilton was Hawaii's top female surfer in her age group and one of the best in the

United States when she made headlines in 2003 after being attacked by a 14-foot tiger shark . She had gone surfing on the morning of Halloween with her best friend Alana, her brother Byron and Alana's father Holt.

Bethany was lying sideways on her board with her left arm dangling in the water when the shark came up from below and bit her arm off just below the shoulder. Her surfing partners acted quickly, applying a tourniquet to her arm with a surf leash and paddling her to shore on her board. Bethany passed out on the beach while waiting for an ambulance.

Despite losing 60 percent of her blood , she survived several surgeries and avoided infection. Remarkably,

Bethany was in the water less than a month later, catching waves on Thanksgiving Day . Her balance was slightly off, but she quickly adjusted and showed the same aggressive style she was known for before her accident. Although it's more difficult for her to paddle out, she refused any special treatment in her return to competition surfing and won her first national title in 2005 at the National Scholastic Surfing Association

National Championships.

Randy Fry

In 2004, Randall Fry and Cliff Zimmerman were free-diving for abalone in Westport, Calif ., when tragedy struck. They were in about 15 feet (4.5 meters) of water and only a couple of feet apart when Fry dove and never came back up. Zimmerman reported that he turned from Fry for just a moment when he heard a

"whooshing sound" and felt the water move "as if a boat went by" [source: GreatWhite.org

]. Zimmerman turned to see the side of a large fish swimming by. The shark fin and part of its body surfaced momentarily at a high rate of speed before disappearing into the water again. At that point, Zimmerman said that "everything turned red."

Zimmerman swam for his life and managed to safely reach his boat about 150 feet (45 meters) away. Fry's body was found by a search-and-rescue team the following day -- bite marks stretched from shoulder to shoulder, indicating that the shark was a great white . Fry's head had been separated from his body.

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Henri Bource

The most remarkable part of Henri Bource's shark attack was that part of it was actually captured on film. In

1964, Bource and two other divers were playing with some seals in the ocean off Lady Julia Percy Island in

Australia when a great white came up from under Bource and took off his leg. His diving partners heard Bource scream and then saw his leg floating in the water. They managed to get Bource back onto the boat and he was able to tell them his blood type, which was radioed ahead to shore. Bource later recounted that he tried to get his leg free by jamming his hand down the shark's throat and gouging its eyes. Bource is an amateur underwater photographer and filmmaker, and a few years later, he took the original film footage from the attack and reconstructed the other parts for a documentary called "Savage Shadows."

USS Indianapolis

The U.S. Navy cruiser USS Indianapolis was sunk in a matter of minutes by Japanese torpedoes near Guam on

July 30, 1945. Roughly 900 sailors of the 1,196 aboard made it into the water with only their life vests. The sharks came around when the sun rose the following morning. The crew was helpless against the hungry maneaters. Four days later, the remaining survivors were discovered by an overhead bomber plane . A seaplane was sent to the site and landed to begin the rescue effort after seeing the Indianapolis survivors being attacked by sharks. Out of the 900 that made it into the water, only 317 survived, marking the worst maritime disaster in

U.S. Navy history. It's not known how many sailors died from shark attacks , exposure or thirst.

Matawan Creek, N.J.

Two ocean attacks off the Jersey shore the week of July 4, 1916, preceded the attacks in Matawan Creek. There had never been an attack in New Jersey , and it wasn't thought at the time that sharks went after living humans.

Six days after the attacks, Captain Thomas Cottrell spotted a 10-foot (3-meter) shark swimming in the shallow waters of Matawan Creek, which connected Matawan with Raritan Bay. Locals thought he was simply caught up in the panic of the recent shore attacks.

Twelve year-old Lester Stillwell was the first victim. The shark took him from below and carried him under while he was swimming with friends. Local men scoured the creek looking for revenge, but the shark found them first. Watson Fisher was one of these men. He fought the shark with all he had, being pulled under and resurfacing four times. He eventually broke free, but the flesh from his right leg was missing from his groin to his knee. Fisher died hours later, becoming the second victim in less than an hour. A half-mile downstream, teenager Joseph Dunn was bitten on the leg. His three friends pulled at him from the bank as the shark tried to take him under. Eventually the shark released him, and he was rushed to a hospital, where they were able to save his leg. Two days later, a great white was caught in Raritan Bay. When it was cut open, they found 15 pounds of human flesh and bone.

Rodney Fox

Rodney Fox is the most famous shark attack victim in history. Why? Because of the extent of his injuries and the fact that he survived them. On Dec. 8, 1953, Fox was defending his Australian spear-fishing title when a great white shark grabbed him around the middle and took him for a ride. He was flying through the water upside down, trying to gouge the shark's eyes. The shark released him and came back for more. Fox jammed his arm down the throat of the beast and pulled it free, ripping the flesh from his arm. The shark released him again

53

and came back a third time, dragging Fox along the ocean floor. After nearly drowning, Fox was released and pulled into a nearby boat. His bones were visible on his right hand and arm -- the hand alone required 94 stitches. His rib cage, lungs and upper stomach were all exposed. His rescuers kept his wetsuit on, which kept his internal organs from spilling out and may have saved his life. He arrived at the hospital within an hour of the attack and somehow never went into shock. Miraculously, his main arteries remained intact and after four hours of surgery and 360 stitches, Fox lived to tell his tale.

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Interesting Fact

Picture of Shark

Name of Shark

Interesting Fact

Interesting Fact

55

10

Great White Shark

The great white shark is an exceptionally large lamniform shark found in coastal surface waters in all major oceans. Reaching lengths of more than 20 ft and weighing up to 4,938 lb, the great white shark is arguably the world’s largest known predatory fish. It is the only surviving species of its genus. More than any documented attack, Peter Benchley’s best selling novel Jaws and the subsequent 1975 film adaptation directed by Steven

Spielberg provided the great white shark with the image of a “man eater” in the public mind. While great white sharks have been responsible for fatalities in humans, they typically do not target humans as prey: for example, in the Mediterranean Sea there were 31 confirmed attacks against humans in the last two centuries, only a small number of them deadly. Many incidents seem to be caused by the animals “test-biting” out of curiosity.

9

Cow Shark

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Cow sharks are considered the most primitive of all the sharks, because their skeletons resemble those of ancient extinct forms, with few modern adaptations. Their excretory and digestive systems are also unspecialised, suggesting that they may resemble those of primitive shark ancestors. Their most distinctive feature, however, is the presence of a sixth, and sometimes a seventh gill slit, in addition to the five found in all other sharks.

8

Zebra Shark

The zebra shark is a species of carpet shark. Adult zebra sharks are distinctive in appearance, with five longitudinal ridges on a cylindrical body, a low caudal fin comprising nearly half the total length, and a pattern of dark spots on a pale background. During the day, zebra sharks are sluggish and usually found resting on the sea bottom, sometimes using their pectoral fins to prop up the front part of their bodies and facing into the current with their mouths open to facilitate respiration. Docile and slow-moving, zebra sharks are not dangerous to humans and can be easily approached underwater. However, they have bitten divers who pull on their tails or attempt to ride them. As of 2008 there is one record of an unprovoked attack in the International Shark Attack

File, though no injuries resulted.

7

Frilled Shark

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The frilled shark is a living fossil shark species which looks like a hideous giant eel but is actually a shark. On

January 21, 2007, staff at Awashima Marine Park in Shizuoka, southwest of Tokyo, were alerted by fishermen to a ’strange eel-like fish with razor sharp teeth’. The fish was identified as a pregnant female 1.6 m frilled shark and was captured by park staff who were concerned that the shark appeared to be unhealthy. They took it out of the water and put it into a salt water tank where they filmed it and took pictures of it. The shark died a few hours after capture. The frilled shark is sometimes referred to as a living fossil partially because the species has changed little since pre-historic times. It was thought to be extinct until modern sightings in Japan.

6

Leopard Shark

The leopard shark is a species of houndshark found along the Pacific coast of North America from the U.S. state of Oregon to Mazatlán in Mexico. Typically measuring 3.9–4.9 ft long, this slender-bodied shark is immediately identifiable by the striking pattern of black saddle-like markings and large spots over its back, from which it derives its common name. Large schools of leopard sharks are a common sight in bays and estuaries, swimming over sandy or muddy flats or rock-strewn areas near kelp beds and reefs. They are most common near the coast, in water less than 13 ft deep. Wary and quick to flee, leopard sharks pose almost no danger to humans. There is a single record from 1955 of a leopard shark harassing a skin diver with a

58

nosebleed, though no injuries resulted. The meat is considered excellent eating, however, leopard sharks living alongside human development may accumulate pollutants such as mercury, and pesticides.

Cookiecutter Shark

The cookiecutter shark is a small, rarely-seen dogfish shark. It is the smallest shark on this list but its unusual eating habits earn it a place. The cookiecutter shark derived its name from its habit of removing small circular plugs (like cookie cutters) of flesh and skin from cetaceans and large fish, including other sharks. It is hypothesized that the shark attaches to its much larger prey with its suctorial lips and modified pharynx, then rotates its body to achieve a highly symmetrical cut. They are considered parasites, with hosts such as the

Megamouth shark. Cookiecutters seem to be attracted to undersea electrical cables, and one may find round bite marks in them. There has been one suspected attack on a human.

4

Whale Shark

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The whale shark, Rhincodon typus, is a slow moving filter feeding shark that is the largest living fish species. It can grow up to 40 ft in length and can weigh up to 15 short tons. The shark is found in tropical and warm oceans and lives in the open sea and can live for about 70 years. The species is believed to have originated about 60 million years ago. Despite its enormous size, the whale shark does not pose any significant danger to humans. It is a frequently cited example when educating the public about the popular misconceptions of all sharks as “man-eaters”. They are actually quite gentle and can be playful with divers. Divers and snorkelers can swim with this giant fish without any risk apart from unintentionally being struck by the shark’s large tail fin.

3

Megamouth Shark

The megamouth shark is an extremely rare species of deepwater shark. Since being discovered in 1976, only a few megamouth sharks have been seen with 44 specimens known to have been caught or sighted as of 2009 and three recordings on film. Like the basking shark and whale shark, it is a filter feeder, and swims with its enormous mouth wide open, filtering water for plankton and jellyfish. It is distinctive for its large head with rubbery lips. It is so unlike any other type of shark that it is classified in its own family.

2

Hammerhead Shark

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The hammerhead sharks are a group of sharks so named for the unusual and distinctive structure of their heads, which are flattened and laterally extended into a “hammer” shape called a “cephalofoil”. The shark’s eyes and nostrils are at the tips of the extensions. The hammer shape of the head was thought to help sharks find food, aiding in close-quarters maneuverability and allowing the shark to turn sharply without losing stability. In late

2007 scientists discovered that hammerhead sharks can reproduce asexually through a rare method known as parthenogenesis (a direct development without the need of a sperm, similar to how social insects can reproduce). Of the nine known species of hammerhead, three can be dangerous to humans: the scalloped, great, and smooth hammerheads.

1

Goblin Shark

The goblin shark is a deep-sea shark. Its most distinctive characteristic is the unorthodox shape of its head. It has a long, trowel-shaped, beak-like rostrum or snout, much longer than other sharks’ snouts. Some other distinguishing characteristics of the shark are the color of its body, which is mostly pink, and its long, protrusible jaws. Goblin sharks hunt by sensing the presence of prey with electro-sensitive organs in the rostrum, or snout, due to the absence of light in the deep waters where it swims. Once a shark finds its prey, it suddenly protrudes its jaws, while using a tongue-like muscle to suck the victim into its sharp front teeth. As you can see from the image above, it is one of the most striking (and fearsome) looking sharks.

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Shark Senses, Teeth, and Bite




Group size:

School:

54

Calera Middle

Goals: TSW develop an understanding of the five senses a shark has, and the function of its teeth.

State/Local Standards: ALCOS: Science 8.) Identify major body systems and their functions, including the circulatory system, respiratory system, excretory system, and reproductive system




Shark Notes

Shark Portfolios

Shark Cubes

TSW identify and describe the five senses of sharks.

TSW learn the functions of teeth for sharks.

TSW learn how much power is behind a shark’s bite.



TTW point to her nose and say, “What does my nose help me do?”


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TSW say, “Smell!”

TTW point to her ears and say, “What do my ears help me do?”

TSW say, “Hear!”

TTW say, “Raise your hand if you can tell me what smelling, hearing, seeing, tasting, and touching are?”

TSW raise their hands, and when called upon will answer, “Our senses.”

Purpose

TTW say, “Right! Those are all of our senses. Today we are going to talk about the senses sharks have!”


TTW say, “I wonder if sharks have more or less senses than humans. Or do they have the same amount? Thumbs up if you think sharks have more senses! Thumbs down if you think they have less! And thumbs in the middle if you think they have the same amount of senses we do.”

TSW put their thumbs in the air in accordance to their opinion.

TTW say, “Sharks actually have the exact

63

same senses we have! They just sometimes use them in different ways. Today we are going to learn all about them. First, I need you to get out a clean sheet of paper and label it ‘Shark Facts.’ As I lecture today, you will need to jot down notes about sharks.”

TSW get out a sheet of notebook paper and write “Shark Facts” at the top.

Notebook paper

TTW play the following Discovery

Education video that discusses sharks’ senses. http://player.discoveryeducation.com/index


41BD-960F-


When the video is complete, TTW further discuss the senses of the sharks.

TTW say, “Sharks have the senses of smell, sight, hearing, taste and touch. Their sensory organs are adapted to their underwater habitat.

Smell : They use their nostrils for smelling only, not breathing, and can smell one milliliter of blood in one thousand liters of water.

Sight:

The shark’s pupil in its eye can dilate and contract to allow different amounts of light in, which allows it to create clearer pictures in murky water.

Although sharks can see in color, they are more sensitive to changes in light than

64

changes in color.

Hear: Sharks use their ears and lateral lines to both hear and detect vibrations.

Sharks have the impeccable ability to hear low-frequency noises and find where the noise is coming from.

Touch: Sharks use electroreception to sense where prey is and where danger lies.

They are extremely sensitive to electrical activity. The lateral line helps the shark sense water vibrations, which is the perfect way to find an injured fish.

Taste: The taste buds of a shark are placed throughout its mouth, not on its tongue.

Also, sharks do not use their teeth to chew; they simply swallow their prey whole.

Raise your hand if you have seen a shark’s tooth.”

TSW raise their hands accordingly.

TTW say, “Not every species of shark has the same type of teeth. Sharks have different type of teeth depending on what they eat. So, shark teeth come in all shapes and sizes.”

TTW display an image of different shapes of sharks’ teeth and what type of shark has that teeth.

TTW say, “Notice how some of the teeth are serrated. That’s a vocabulary word!

This helps shred the meat of the prey and helps the sharks swallow it easier.”

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TTW play a video clip from Discovery

Education about shark teeth. http://player.discoveryeducation.com/index


41BD-960F-


TTW say, “Now that we have finished learning about shark senses, we are going to put our ‘Shark Facts’ in our portfolios.

Watch carefully as I demonstrate how to fold them.”

TTW fold the paper into quarters. Then, she will demonstrate where to place the glue on the paper, and how to glue the paper into the portfolio.

TTW ask for questions, and once all questions have been answered, TTW say,

“Once you are done gluing in your ‘Shark

Facts,’ I would like you to put your portfolios away and get your books out to prepare for our book study.

Book Study

TTW say, “When I say go, I want you to meet with your groups to discuss the chapters you read last night. Blue group will be in the hallway, green group will be in the center of the floor, and yellow group will be at the round table. I want you and your group to discuss the following:


66










Yellow Group: chapter 5

Blue Group: chapters 5-6



“When you are finished with your group discussion, you may finish anything on your portfolio or begin reading the chapters for tonight.”

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Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special needs, enrichment for gifted students): To help engage students with poor attention skills, TTW provide opportunities for movement, seat the student in an area free of distraction, and set time limits for specific task completion. Students with poor vision will be able to sit at the front of the class in order to see the video better. Students with poor fine motor skills will be able to type the shark notes rather than write them. During presentation of material, TTW monitor the students’ comprehension of language used during instruction and give frequent reminders of homework assignments.


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Shark Food Chain




Group size: 54

School: Calera Middle

Goals: TSW develop an understanding of what a food chain is and will distinguish the difference between a food chain and food web.

State/Local Standards: ALCOS: Science 9.) Describe the relationship of populations within a habitat to various communities and ecosystems; describing the relationship between food chains and food webs.


Objectives (action verb – Bloom’s)

TSW demonstrate their knowledge of a food chain by creating a food chain of a shark.


TSW demonstrate their ability to apply research strategies to obtain information about a topic.

Assessment


Shark Portfolios

Shark Cubes



TTW say, “You know what I do when I’m hungry? I eat! And do you know what my


69

favorite food is? Salad! Raise your hand if you have a favorite food.”

TSW raise their hands. TTW call on a few students to share what their favorite foods are.

Purpose

TTW say, “Well, today we are going to learn what a shark’s favorite foods are!

And we are going to learn how everything they eat connects to other living organisms.

We learn this using a food chain!”


TTW play the BrainPop video linked here that discusses food chains and food webs and how they are connected. http://www.brainpop.com/science/ecolog yandbehavior/foodchains/

When the movie is over, TTW describe a food chain and the differences between a food chain and a food web.

Computer

DSL Projector

TTW say, “A food chain refers to a natural system by which energy is transmitted from one organism to another. It consists of four parts: the sun, producers, consumers, and scavengers. A food web is a bunch of food chains that make up an ecosystem.

Food webs show how plants and animals are connected in many ways to help them all survive. Food chains follow just one path of energy as animals find food. All animals are important in the food chain, because it keeps a balance amongst the

70

ecosystem. For example, sharks perform a very important job in the ocean by eating week and sick animals. This keeps the population of animals in the ocean wellbalanced.”

TTW ask students if there are any questions. Once there are no further questions, TTW continue.

TTW ask students to raise their hands if they can name a few things sharks may eat.

TSW raise their hands and respond accordingly. Some answers may include: turtle, seal, sea lion, other sharks, and big fish.

TTW say, “Together we are going to construct a food chain. I am going to draw one first and give you an example of what it should look like. Then, I am going to set you free to create your own shark food chain. Make sure you pay attention!”

TTW draw each animal on the board as it is discussed.

TTW say, “The shark is at the top. Then, the shark eats the sea lion. The sea lion eats fish. The fish eat seaweed. And the seaweed gets its energy from the sun. The seaweed is a producer. The fish is a primary consumer, and the sea lion is a secondary consumer.”

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TTW ask students if they have any questions about how the food chain was drawn and labeled.

Once all questions have been answered,

TTW say, “Now! On the top of the middle portion of your portfolio, you are going to draw your own shark food chain. It must be realistic, and you must label each level of organisms. Are there any questions? You have ten minutes to complete your food chains.”

White board

Expo marker

TTW say, “While you are finishing your food chains, I am going to play a video clip about the strange eating habits of tiger sharks. Make sure you work while the video is on.”

TTW play the following video clip. http://player.discoveryeducation.com/in dex.cfm?guidAssetId=5BA09A4C-721F-

41BD-960F-

4F334797320A&blnFromSearch=1&pro ductcode=US

TTW tell students that, once their food chains are complete, they need to put their portfolios away and get their books out to prepare for the book study.

Book Study

TTW say, “When I say go, I want you to meet with your groups to discuss the chapters you read last night. Yellow group

72

will be in the hallway, blue group will be in the center of the floor, and green group will be at the round table. I want you and your group to discuss the following:











Yellow Group: chapter 6

Blue Group: chapter 7

Books

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“When you are finished with your group discussion, you may finish anything on your portfolio, work on your shark/shark attack cubes, or begin reading the chapters for tonight.”

Shark/Shark Attack Cubes

Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special needs, enrichment for gifted students): Students with poor attention skills and poor fine motor skills will be given a food chain diagram to fill out rather than draw the diagram themselves. Students with poor vision will be able to move to the front of the room so they can see the video easier. TTW set time limits for completion of the food chain diagram for students with poor attention skills. In order to keep these students’ attention, TTW make a positive comment every time the student shows any evidence of interest, and make frequent check for assignment progress and completion. TTW also provide written instructions to correspond with the verbal instructions given.


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Hunting Sharks and Shark Attacks


Subject/Grade level:


Science/Reading 5th Group size: 54

School: Calera Middle

Goals: TSW develop an understanding of the importance of the conservation of sharks, and how to prevent a shark attack while swimming.

State/Local Standards: ALCOS: Science 9.) Describe the relationship of populations within a habitat to various communities and ecosystems; describing the relationship between food chains and food webs.

Language Arts 2.) Use a range of strategies to comprehend fifth-grade recreational reading materials in a variety of genres

11.) Use search strategies in the research process to identify reliable current resources and computer technology to locate information.


TSW understand the importance of the conservation of sharks.


Shark Portfolios

TSW develop an awareness of what provokes a shark attack.

Shark Cubes

TSW develop knowledge of safety tips to prevent shark attacks.


TSW demonstrate their ability to apply research strategies to obtain information about a topic.



TTW say, “Raise your hand if you are afraid of


75

sharks.”

Students will raise their hands accordingly.

TTW say, “Raise your hand if you’re so afraid of sharks that you won’t even get in the water.”

Students will raise their hands accordingly.

Purpose

TTW say, “Many people are afraid of sharks because they are afraid of being attacked.

Today we are going to learn about the three different types of attacks, how to prevent a shark attack, and what is happening to sharks because of peoples’ fear of them.”


TTW tell students to get out their portfolios and open their “Shark Facts” paper. TTW tell students that they need to take notes during the day’s discussion.

TTW say, “I know a lot of people are afraid of swimming in the ocean because they are afraid of being attacked by sharks. I am one of them!

But, sharks rarely attack humans. There are only 25 out of over-300 species of sharks that are dangerous to humans. First, I am going to show you a video clip about shark attacks, and then I am going to tell you a little more about them.”

Student Portfolios

TTW play the BrainPop video clip linked here: http://www.brainpop.com/science/earthsystem/

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sharkattacks

TTW then say, “Like the video said, there are three different types of shark attacks. The hitand-run attack is when sharks attack humans out of curiosity or having mistaken them for a seal. These attacks often occur in shallow waters, and the shark will usually retreat after one bite. The sneak attack happens without warning. They usually happen in deeper waters. Sneak attacks are thought to be the result of feeding or aggression rather than mistaken identity. These will usually involve a number of bites or injuries, and often prove to be fatal. The bump-and-bite attack usually takes place in the open sea. The shark’s intention is to attack the victim rather than just investigate it. The shark will repeatedly circle the victim and bump into them with a sign if aggression before actually attacking them.”

TTW say, “In order to stay safe while we are swimming, there are a few precautions we can take in order to help prevent a shark attack!

1) swim in groups

2) Avoid swimming at dusk or during the night.

Many sharks are most active at night.

3) Stay away from sandbars. Sharks sometimes lurk around sandbars looking for fish.

4) if you see a fin moving back and forth, get out of the water

Computer

DSL Projector

5) When you’re racing to get out of the water, do not splash.

Make sure you remember all of these whenever you are swimming in the ocean!”

TTW then say, “Unfortunately, since so many

77

people are terrified of sharks, numerous people hunt sharks. Sharks are hunted for many different parts of their bodies. Many fishermen hunt sharks for their skin, meat, fins, and the oil that is found in their liver. The skin is used for leather products. The fins are valuable for the Japanese delicacy, Shark Fin Soup, which costs about $100 per bowl. The liver is filled with oil that is valuable because of the mineral found in it.

Hunting these animals means lower population numbers, which could eventually lead to the extinction of several species of sharks. If this happens, then the relationship between prey and predator becomes unbalanced.”

TTW ask students if they have any questions about what was discussed so far.

Once no more questions arise. TTW continue.

TTW say, “I am going to read an excerpt from a book that will help explain to us why taking care of our oceans and saving our sharks is something we need to do.”

TTW read pages 99-105 from the book The

Magic Tree House Fact Tracker: Dolphins and

Sharks by Mary Pope Osborn and Natalie Pope

Boyce.

TTW say, “Now that we have learned more about shark attacks and have become aware of the negative outcomes of hunting sharks, hopefully we will be better, safer swimmers and can become shark advocates!”

TTW say, “I hope you all took good notes. I

78

would like you to put away your portfolios and get out your books to prepare for the book study.”

TSW follow the teacher’s instructions.

Book Study

TTW say, “When I say go, I want you to meet with your groups to discuss the chapters you read last night. Yellow group will be in the hallway, blue group will be in the center of the floor, and green group will be at the round table. I want you and your group to discuss the following:







TSW take their books and cubes with them to their designated places.


Green group: chapters 13-15

Yellow group: chapters 7-8

The Magic Tree House Fact Tracker: Dolphins and Sharks by Mary Pope Osborn and Natalie

Pope Boyce, pages 99-105

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Blue group: chapter 8

TTW remind students that their cube presentations are due the next day.


While visiting each group, TTW say, “When you are finished with your group discussion, you may go to your desk and finish anything on your portfolio, work on your shark/shark attack cubes, or begin reading the chapters for tonight.”

Books

Shark cubes

Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special needs, enrichment for gifted students): Students with poor vision will be able to move to the front of the classroom so they can see the video easier. For students with poor attention skills, TTW allow the students time for movement during the lesson, make frequent checks for assignment progressions, and seat students in an area free of distractions. TTW allow students with poor fine motor skills to type their notes rather than write them.


80

Shark Test and Presentations




Group size:

School:

54

Calera Middle

Goals: TSW apply their gained knowledge of sharks to complete a test and present research information.

State/Local Standards: ALCOS: Science 8.) Identify major body systems and their functions 9.) Describe the relationship of populations within a habitat to various communities and ecosystems; describing the relationship between food chains and food webs.

Language Arts 1.) Demonstrate reading vocabulary knowledge 2.) Use a range of strategies to comprehend fifth-grade recreational reading materials in a variety of genres 12.) Demonstrate eye contact, articulation, and appropriate voice intonation with expository presentations 13.) Apply strategies of a skillful listener, including eye contact, attending to the listening task, and assigning meaning to the message


TSW apply their knowledge of sharks in order to complete written assessments.


Shark Knowledge Test



TSW demonstrate their ability to be an active, supportive, and respectful audience.

Shark Portfolios

Shark Cubes



TTW ask students to clear everything off their desks except a pencil.


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TTW inform students to read each question carefully. Complete both tests, and then turn each into the reading folder.

TTW pass out tests to each student.

TSW quietly take their tests.

Shark knowledge test

Shark vocabulary test

Book Study

TTW say, “When I say go, I want you to meet with your groups to discuss the chapters you read last night. Green group will be in the hallway, yellow group will be in the center of the floor, and blue group will be at the round table. I want you and your group to discuss the following:

Books

Shark cubes






TTW say, “Once you have finished your discussions, I would like each of you to present your cubes to your group. Your group members will tell me if you have not completed your work or if you do not present your cube in a professional manner.

Do your best!”

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TTW ensure students that she will be walking around during the Book Study discussions and cube presentations and will be listening in on each group.

TSW take their books and cubes with them to their designated places.

TTW walk around to each group during the book study time.



“When you are finished with your group discussion and presentations, you may go to your desk and write about your favorite thing you learned during shark week.”

Accommodations (e.g. alternate explanation of material, struggling readers, ESL, special needs, enrichment for gifted students): Students with poor vision will be given large-print copies of the tests.

For students with poor attention skills or low reading skills, TTW allow for the oral administration of the tests. For students who have a difficult time staying on task, TTW set time limits for test completion.


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SHARKS



84

9.


30 b.

300 c.

3,000 d.

30,000

10.



1 milliliter c.

500 milliliters d.

none of the above

11.


Ecosystem b.

Food chain c.

Food Map d.

Food web

12.


Ecosystem b.

Food chain c.

Food Map d.

Food web

13.


Hit-and-run b.

Sneak c.

Bump-and-bite

14.


Hit-and-run b.

Sneak c.

Bump-and-bite

15.



Hit-and-run b.

Sneak c.

Bump-and-bite

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16.


Eyes b.

Skin c.

Meat d.

Fins e.

Oil in liver



5.


6.


7.


8.




1. Swim in groups. _________________


3. Swim at night. _________________

6.


7.

Splash around in the water and make a lot of noise. ___________

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Directions: Choose the word from the word bank that best matches the definition given.

Write the word on the blank. breach ecosystem serrated carnivore frenzy species

1. having a jagged or saw-like edge

______________________________ camouflage lateral line

2. craziness, wild excitement, violent agitation

______________________________

3. an animal that eats only meat

______________________________

4. a system of sensory organs in fishes and aquatic amphibians consisting of a series of cells on the head and along the sides of the body that detect pressure changes and vibrations

______________________________

5. an organism’s ability to blend in with its environment

______________________________

6. living things that work together and their environment

______________________________

7. to leap partly or completely out of the water, head first, and land on the back or belly with a resounding splash

______________________________

8. a class of individuals having some common characteristics or qualities

_____________________________

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Bibliography

Andreae, G. (1998). Commotion in the ocean . New York, NY: Scholastic, Inc.

This simple, humorous book filled with creative rhymes and pictures is the perfect children’s book to use when learning about ocean animals.

Batchelor, Susan. (2012). Sharks. Retrieved from http://childrenoftheearth.com/shark-information- kids/interesting-facts-about-sharks-for-kids.htm

Brain Pop. (2012). Retrieved from http://www.brainpop.com/

Capella. (2008). Questions and answers: Animal world . London, England: Arcturus Publishing Limited.

Giving information on numerous types of animals on the planet, this book is a great resource tool, as well as an informational children’s book. It provides questions and answers for many of the world’s most curious creatures, including sharks.

Collins, N. (2010). What happens in a shark attack? Retrieved from http://www.telegraph.co.uk/earth/wildlife/8183834/What-happens-in-a-shark-attack.html

Discovery Education. (2012). Retrieved from http://my.discoveryeducation.com/

Dubowski, C. E. (1998). Shark attack!

New York, NY: DK Publishing.

This book gives a few stories about shark attacks that have happened in the past. It also provides factual information about shark attacks. It states important information all swimmers should know regarding how to stay safe while swimming in the ocean, and how to hopefully prevent a shark attack.

Galgas, S. (2012). Question archives. Retrieved from http://www.sciencebob.com/questions/qfood_chain_web.php

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Gordon, D. G. (2003). Uncover a shark . San Diego, CA: Silver Dolphin Books.

This book shows a three-dimensional look inside a great white shark. Each page displays a threedimensional diagram of certain parts of a shark and explains in detail the function of the parts shown.

Johnston, J. (2000). The magic school bus: The great shark escape . New York, NY: Scholastic, Inc.

In this deep sea adventure, Ms. Frizzle takes her class on a field trip to explore the living animals in the ocean. Each child must choose a shark to write about. The class ends up face-to-face with numerous types of sharks. This book is a fascinating combination of fiction and nonfiction as it provides facts about the various sharks the class encounters.

McKinley, J. (2011). Ready, freddy!: Shark attack!

. New York, NY: Scholastic, Inc.

Freddy, the shark expert, cannot wait for his field trip to the aquarium. He and his classmates discover numerous underwater creatures, his favorite being the sharks. Freddy is faced with a challenge at the aquarium: is he enough of a shark expert to pass the aquarium’s shark quiz? With the support of his friends, Freddy is the first child ever to ace the shark quiz!

Mukherjee, P. (2009). Difference between the food chain and the food web. Retrieved from http://www.differencebetween.net/science/difference-between-the-food-chain-and-the-foodweb/#ixzz1nzmnzZ50

Osborne, M. P. , & Boyce, N. P. (2003). Magic tree house fact tracker: Dolphins and sharks. New York, New

York: Random House Children’s Books.

This is a nonfiction companion to the Magic Tree House story Dolphins at Daybreak . It provides factual information about sharks in an easy-to-read format; as well as provide realistic illustrations for children to enjoy.

Plesis, A. D. (2012). Sharks. Retrieved from http://sharks.org.za

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Simon, S. (1995). Sharks . New York, NY: HarperCollins Publishers.

An incredible nonfiction children’s book all about sharks.

This book is filled with actual pictures of sharks, as well as numerous facts and information about these fascinating creatures.

Star, F. (2009). Shark . New York, NY: DK Publishing.

In this nonfiction children’s book you can learn all about sharks. It is filled with facts, text and photographs that will grab the student’s attention. Also provides a glossary of important words students should know that relate to sharks.

Strong, M. (2003). Shark! The truth behind the terror . Mankato, MN: Capstone Curriculum Publishing.

This children’s chapter book provides actual photographs and factual information for children relating to sharks. It informs them about sharks in general, what they eat, why they attack people, and why people are hunting them.

Tarshis, L. (2010). I survived the shark attacks of 1916 . New York, NY: Scholastic, Inc.

Chet Roscow is finally making friends and enjoy his time spent in Elm Hills, New Jersey. He has a job with his uncle at the local diner, three new friends, and a refreshing creek to cool off on a hot summer day. Early in the summer, Chet learns of the numerous encounters of shark attacks along the Jersey shore. While swimming one day, he encounters a shark. When trying to warn his friends, they do not believe him. While trying to save his stubborn friend, Chet is attacked by a shark, but, luckily, is not killed.

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Student Impact and Lesson Refinement

Shark Introduction

When I told the students we would be learning about sharks for the entire week, they got so excited! I did not expect to get such an excited reaction from each and every student. For the remainder of “Shark

Week,” students brought in books from home and constantly asked to go to the library to check out other books about sharks. I was thrilled to see how involved and engaged the students remained throughout my unit.

The first day I ensured the students that their tests were not going to be graded; they were simply a form of assessment for me to see what they already knew about sharks. I wish I would have told them it was a grade from the start, because some of the students flew through the tests and did not take their time. I know they could have done a lot better if they took time to read each question carefully.

This is also the day I introduced the book study to each group. They were excited that they were getting a chance to read a book that was interesting to them, and had the responsibility to manage their own book study.

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Shark Vocabulary and Body

Overall, I believe this lesson went very well. First, students made flip books using their vocabulary words. Then, the students labeled the body parts of a shark on a diagram I provided for them.

The students loved the vocabulary lesson. They enjoyed learning new words that were not used in everyday talk. The video clip that demonstrated the word “breach” was very interesting to the students.

Also, the students enjoyed getting to create a new organizational tool for their vocabulary words.

When we labeled the body parts of the shark, the students enjoyed learning what each of the different fins is used for. However, if I were to teach this lesson again, I would provide a video clip for the students to watch about the different parts of the shark’s body rather than verbally give them information. Although they were actively labeling their shark diagrams along with me, this part of the lesson did not include as much involvement as I would have liked.

If I taught this lesson again, I would divide the two aspects of the lesson into different days. There was so much information given to them on this day, I feel like they may have been overwhelmed.

During the book study, I walked around and chatted with each group. However, the students had the main control in their book study conversations. Overall, a majority of the groups held very intellectual and in-depth conversations regarding their books. I was impressed with their ability to notice various details in the books. I also presented each group with their “Cube Presentation” outlines and rubric. The green group was assigned a report on different shark attacks because that was what their book was about. The yellow and blue groups’ books discussed different species of sharks, so they were assigned reports on different shark species. They had never seen the cube outline before, so they enjoyed getting to create reports in a new way.

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Shark Senses, Teeth, and Bite

The students enjoyed most aspects of this lesson. Their favorite aspect of the lesson was the video about shark teeth and seeing the action of a great white’s attack bite. I should have played this video after the book study, though, because the students felt compelled to discuss the shark bite for the rest of the day rather than discuss what they had read in their books.

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Shark Food Chain

During this lesson, students learned about the food chain of a shark. They learned about the different levels of consumers and producers, and were able to identify which animals belonged in each category. I enjoy playing video clips about the topic before I talk about the topic in order to give the students an overview of what is going to be discussed during the lecture. The students enjoyed learning about the different componesnt of a food chain, and how the deletion of one animal from the food chain could affect the entire ecosystme.

If I taught this lesson again, I would go into more detail regarding the differences between a food chain and food web. I would have found a different activity to better represent the differences, too.

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Hunting Sharks and Shark attacks

The students had an eye-opening experience during this lesson. I was surprised at the number of students who talked to me about how much they learned about shark hunting and did not realize how important sharks were to our ecosytem. After the students became so concerned about the safety of sharks, I thought of an idea I could do if I taught this lesson again. If I taught this lesson again, I would have students write a letter to a government official discussing the importance of protecting and ensuring the safety of sharks.

This would be a great experience for students to practice persuasive and informative writing.

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Shark Test and Presentations

I was very impressed with the knowledge my students gained throughout the week. The students did exceptionally well on their tests! If I taught this again, though, I would have made time available for students to present their cubes to the entire class instead of just their group. They worked so hard on these presentations, and they wanted to be able to discuss them with their entire class instead of just their group. If they had the chance to present them to the class, the whole class would have had the opportunity to learn more about sharks rather than just their researched topic.

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SHARKS



97

1.


30 b.

300 c.

3,000 d.

30,000

2.



1 milliliter c.

500 milliliters d.

none of the above

3.


Ecosystem b.

Food chain c.

Food Map d.

Food web

4.


Ecosystem b.

Food chain c.

Food Map d.

Food web

5.


Hit-and-run b.

Sneak c.

Bump-and-bite

6.


Hit-and-run b.

Sneak c.

Bump-and-bite

7.



Hit-and-run b.

Sneak c.

Bump-and-bite

98

8.


Eyes b.

Skin c.

Meat d.

Fins e.

Oil in liver



9.


10.


11.


12.




1. Swim in groups. _________________


3. Swim at night. _________________

4.


5.

Splash around in the water and make a lot of noise. ___________

99

Pre- and Post-Test Analysis

The Pre- and Post-Tests are the same. I taught this lesson to two different classes; my CT’s class, and her team-teacher’s class. Students were given the pre-test at the beginning of the unit in order for the teacher to assess their knowledge of sharks. The post-test was given at the end of the unit to determine what knowledge the students obtained throughout the unit. The test is attached, as well as a chart and graph of the pre- and post-test grades. I was extremely impressed with the drastic improvement of the students’ grades!

For the first class, the most improved grade increased 44 points. Student P10 increased their grade from a 56 to a 100. Student P21 increased their grade from a 36 to an 80. The lowest score of the pre-test was a

36; and that increased to a 52 for the post-test. The highest score increased from an 80 on the pre-test to a

100 on the post-test. The pre-test statistics contain 0 100’s, 0 A’s, 1 B, 3 C’s, 12 D’s, and 9 F’s. The posttest statistics contain 5 100’s, 7 A’s, 11 B’s, 1 C, 0 D’s, and 2 F’s.

For the second class, the most improved grade increased 73 points! Student H6 increased their grade from a 15 to an 88. The lowest score of the pre-test was a 10; and that increased to a 64 for the post-test. The highest score increased from an 88 on the pre-test to a 100 on the post test. The pre-test statistics contain 0

100’s, 0 A’s, 4 B’s, 1 C, 9 D’s, and 12 F’s. The post-test statistics contain 8 100’s, 6 A’s, 8 B’s, 4 C’s, 1 D, and 0 F’s.

100

Shark_Unit

Shark Week Thematic Unit

By Jessica Williams

Table of Contents

Integration Planning Web

Sharks

Shark Vocabulary

Breach: to leap partly or completely out of the water, head first, and land on the back or belly

with a splash

Carnivore: an animal that eats only meat

Camouflage: an organism’s ability to blend with their environment

Ecosystem: living things that work together and their environment

Frenzy: craziness, wild excitement, violent agitation

Lateral line: a system of organs in fishes consisting of a series of cells on the head and along

the sides of the body that detect changes in vibrations

Serrated: having a saw-toothed or jagged edge

Species: a class of individuals having some common characteristics or qualities

Shark Portfolio Rubric

Brook Watson

Barry Wilson

Robert Pamperin

Omar Conger

Bethany Hamilton

Randy Fry

Henri Bource

USS Indianapolis

Matawan Creek, N.J.

Rodney Fox

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Shark_Unit

Shark Week Thematic Unit

By Jessica Williams

Table of Contents

Integration Planning Web

Sharks

Shark Vocabulary

Breach: to leap partly or completely out of the water, head first, and land on the back or belly

with a splash

Carnivore: an animal that eats only meat

Camouflage: an organism’s ability to blend with their environment

Ecosystem: living things that work together and their environment

Frenzy: craziness, wild excitement, violent agitation

Lateral line: a system of organs in fishes consisting of a series of cells on the head and along

the sides of the body that detect changes in vibrations

Serrated: having a saw-toothed or jagged edge

Species: a class of individuals having some common characteristics or qualities

Shark Portfolio Rubric

Brook Watson

Barry Wilson

Robert Pamperin

Omar Conger

Bethany Hamilton

Randy Fry

Henri Bource

USS Indianapolis

Matawan Creek, N.J.

Rodney Fox

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