Diving Into STEM with Oceanic Research Group Secondary Unit: Teaching STEM with Sharks Blue Shark Adventure: Teacher Resources

Diving into STEM with Oceanic Research Group Secondary Unit: Teaching STEM with Sharks Blue Shark Adventure: Teacher Resources

Concepts: Migration, Scientific Inquiry, Marine animals Grade Level: 9 Estimated Time: Afterschool: 10.5 hours Classroom: 3.5 hours Overview: Tagging of marine animals has revealed amazing information about where these animals roam in the ocean. Jonathan joins a Blue Shark trip to learn how and why Blue Sharks are tagged and even gets in the water with them! Resources: Jonathan Bird’s Blue World - Webisode 1 - http://www.blueworldtv.com/webisodes/watch/blue- shark-adventure

Introduction Objectives • Introduces viewers to the concept of pelagic Jonathan Bird’s Blue World: Blue Shark Adventure is a animals—animals that live in the open ocean story about how shark tagging has revealed the amazing far from land, including sharks. migration of Blue sharks across the Atlantic Ocean. In this adventure, Jonathan joins Charlie Donilon, a shark • Explains how the NMFS uses implantable fisherman and dive operator in Rhode Island for a trip tags to track marine life and learn about their 30 miles offshore to dive with Blue sharks. Donilon is migratory routes. a volunteer with the National Marine Fisheries Service. He uses a pole like a spear to implant a barbed tag on • Demonstrates the incredible migration routes the dorsal side of Blue sharks as he chums them to the of Blue sharks, that can travel thousands of boat. These tags are later recovered by fishermen and miles per year. reveal how far the sharks swam from the place where they were tagged. During the expedition, Donilon teaches Jonathan how NGSS and Common Core Standards to tag sharks and then Jonathan has his chance to tag a Next Generation Science Standards shark himself. Next, Jonathan goes into the water with Ecosystems: Interactions, Energy, and Dynamics his dive gear to swim with the sharks outside the cage. He learns that the sharks are not aggressive at all, but Biological Evolution: Unity and Diversity seem to be curious about his camera. This lesson looks at migration studies as a means of learning more about Common Core Standards sharks and other animals. Reading Standards 6-12 Speaking and Listening 6-12

Writing Standards 6-12

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 1 Learn more at www.BlueWorldTV.com! Blue Shark Adventure Lesson: Teacher Resources Contents

Section Page(s) Afterschool Est. Time Classroom Est. Time Blue Shark Adventure Lesson Summary 2 Detailed Learning Standard References 3 Science Notebook Framework 4 X 0.5 hr X 0.5 hr Background 5 X 1.0 hr X 0.5 hr Map Location Activity 5 X 10 min Essential Vocabulary with definitions 6 X 1.0 hr X 10 min Extended Vocabulary with definitions 7 X 1.0 hr X 10 min Vocabulary Crossword 8 X 1.0 hr Cloze Exercise 9-11 X 1.0 hr Previewing Background Knowledge, Questions 12 X 1.0 hr X 20 min Viewing the Video 12 X 1.0 hr X 20 min Post-viewing Discussion & Writing Prompts 13 X 1.5 hr X 1.0 hr 5W Questions Worksheet 13 X 1.0 hr X 20 min After School Project- Migration: Information 14 X 0.5 hr After School Project #1- Bird Migration 15-19 X Activity #2 - Marine Mammal Migration 20-26 X TOTAL TIME 10.5 hours 3.5 hours

Introductory Lesson Summary for Teachers

The above table is only a suggestion as to how to use the resources between afterschool and classroom settings. This lesson contains resources to teach about marine animals, sceintific research and migration. Journaling, both narrative and scientific, is included to build communication skills.

It is preferred to introduce the concepts and vocabulary to the ELL students in the afterschool program the week before introducing them into the classroom settting. This gives the ELL students the opportunity to become familiar with the terminology of the lesson to be able to better learn the science in the classroom setting. The ELL students will delve deeper into the topic in the afterschool program.

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 2 Learn more at www.BlueWorldTV.com! Connections to the Next Generation Science and Common Core Standards Next Generation Science Standards

HS-LS2 Ecosystems: Interactions, Energy, and Dynamics HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

HS-LS4 Biological Evolution: Unity and Diversity HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

Common Core Standards

Writing Standards 6-12 W.9-10.3 Text Types and Purpose: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a .Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e .Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. f. Adapt voice, awareness of audience, and use of language to accommodate a variety of cultural contexts.

WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 3 Learn more at www.BlueWorldTV.com! SCIENCE NOTEBOOK FRAMEWORK

Unit:______Investigation/Part______

Idea:______

(1) PLANNING THE INVESTIGATION: Focus Question (Teacher provided or student generated? Write in or glue in?) Prediction (Whole group oral or written in notebook? I think/predict that______because ______) Planning (What should be changed? What should be kept the same? How will differences be measured? Teacher given? Written on board? Glue in sheet? Student generated?)

(2) DATA ACQUISITION & ORGANIZATION: Data Collection Methods (How will students record data? Drawings, charts & tables, artifacts, graphs & organizers) Data obtained (What is the expected outcome of the observations?) Data display (Data re-organization, graphic organizers)

(3) MAKING MEANING: Discussion/analysis Conference: Science Talk (Class graphic organizer, thinking maps, sharing data, claims and evidence as a whole group) Claims & Evidence listing: Claim Evidence (I claim that...) (I know this because...) Conclusion (Sentence Frames and Prompts to scaffold answering the focus question: How do claims and evidence related to the big idea? Were predictions supported by the evidence?)

(4) REFLECTION & SELF-ASSESSMENT: Line of learning (What did you learn that was new?) Reflection/Self-reflection (At first thought...now I think...I still need help understanding) Next Step Strategies (Re-teaching strategies)

Reference: Bay Area Science Project/Lawrence Hall of Science - 2010

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 4 Learn more at www.BlueWorldTV.com! Background

Blue sharks are rarely seen by people as they live away from the coast in the pelagic area of the ocean. They can travel long distances but where do they go?

For an incredibly informative and entertaining description of Blue sharks watch Shark Academy’s feature on these adorable animals. https://www.youtube.com/watch?v=nD7tMuFUN-g

Blue shark

Map Activity Jonathan went to Rhode Island to find the Blue Sharks. Find the United States and try to find Rhode Island. Some of the Blue Sharks that had been tagged were found off the coast of Africa. Find Africa and draw an arrow of the route they might have taken to get there.

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 5 Learn more at www.BlueWorldTV.com! ESSENTIAL VOCABULARY Blue Shark Adventure: Teacher Answer Key

Directions: Find a picture or a synonym (similar word) for each of the Essential Vocabulary words. Use a dictionary, thesaurus, internet, or any other resource available to you. These are in alphabetical order. For an additional activity, pair words with opposite meanings.

AIM - to point (a weapon) at a target; to have a specified goal or purpose APPROACH - to move or become near or nearer to something or someone BAIT - something (such as a piece of food) that is used to attract fish or animals so they can be caught CAGE - a box made of wire or metal bars in which people keep animals or birds CAREFUL - using care CHUM - pieces of fish thrown off a boat as bait to attract other fish; a close friend DETECT - to discover or notice the presence of (something that is hidden or hard to see, hear, taste, etc.) ELECTRICAL IMPULSES - a small amount of energy that moves from one area to another ENGROSSED - to hold the complete interest or attention of (someone) HOOK - a curved or bent tool for catching, holding, or pulling something INTENSE - very great in degree: very strong LINE - a long narrow mark on a surface; an area or border that separates two places; a long and thin rope, string, etc. MIGRATION - to move from one area to another at different times of the year MORSEL - a small piece of food PELAGIC - relating to or living in the sea far from the shore POLE - a long, straight piece of wood, metal, etc., that is often placed in the ground so that it stands straight up RAZOR SHARP - something with a very sharp edge SCENT - a smell that is left by an animal or person and that can be sensed and followed by some animals SHIPWRECK - the destruction or sinking of a ship at sea TAG - a small piece of cloth, paper, metal, etc., that is attached to something and that has information written on it THREAT - a statement saying you will be harmed if you do not do what someone wants you to do TO GRAB - to quickly take and hold (someone or something) with your hand or arms TO INTERPRET - to explain the meaning of (something) TO LEAD - o guide someone to a place especially by going in front TO REALIZE - to understand or become aware of (something) TO YANK - to suddenly pull (something) in a quick, forceful way TRAIL - the marks, signs, smells, etc., that are left behind by someone or something and that can often be followed VOLUNTEER - someone who does something without being forced to do it

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 6 Learn more at www.BlueWorldTV.com! EXTENDED VOCABULARY Sharkwreck Mystery: Teacher Answer Key Directions: Find a picture or a synonym (similar word) for each of the Extended Vocabulary words. Use a dictionary, thesaurus, Internet, or any other resource available to you.

CAMERA - a device that is used for taking photographs or for making movies, television programs, etc. CARD - a small piece of stiff paper used for playing games (such as poker); a thick piece of paper that contains a greeting, an invitation; a rectangular piece of plastic that is used to buy goods or services or to get money from a bank or a machine; a rectangular piece of paper or plastic with information about a person written on it DANGEROUS - involving possible injury, harm, or death : characterized by danger EXPERT - a person who has special skill or knowledge relating to a particular subject EVIL - morally bad GENTLE - having or showing a kind and quiet nature : not harsh or violent GORGEOUS - very beautiful or attractive HARBOR - a part of the ocean, a lake, etc., that is next to land and that is protected and deep enough to provide safety for ships IMMEDIATELY - without any delay; with no person or thing in between INCREDIBLE - difficult or impossible to believe KILLER - a person or thing that kills someone or something LENGTH - the distance from one end of something to the other end : a measurement of how long something is LOCATION - a place or position MINDLESS - having or showing no ability to think, feel, or respond RECENT - happening or beginning not long ago SEX - the state of being male or female VETERAN - someone who fought in a war as a soldier, sailor, etc. or has a lot of experience in a particular activity, job

IDIOMATIC LANGUAGE: BITE SIZED - (of a piece of food) small enough to be eaten in one mouthful. FEEL CORNERED – feeling forced into an awkward, embarrassing, or inescapable position: PIQUE THEIR INTEREST - exciting someone’s interest • You have to reach to gain the peak. • If you peer at something, you are peeking. • And if you’re piqued about something, there’s usually a question in your mind about it. TAKE THE PLUNGE - commit oneself to a course of action about which one is nervous. WHO KNOWS? - A rhetorical question asked to show that the person asking it neither knows the answer nor knows who might.

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 7 Learn more at www.BlueWorldTV.com! Vocabulary Crossword Puzzle: Blue Shark Adventure

AIM CAREFUL ENGROSSED IMMEDIATELY MIGRATION SCENT APPROACH CHUM EXPERT INCREDIBLE MINDLESS THREAT BAIT DANGEROUS GENTLE INTENSE PELAGIC TRAIL CAMERA DETECT GORGEOUS LENGTH RECENT VOLUNTEER

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 8 Learn more at www.BlueWorldTV.com! Cloze Exercise

The Blue shark. Implicated in attacks on shipwreck victims, and known to ______a mouthful of razor-sharp teeth. This vicious-looking fish has a few ______in store for me as I prepare to leave the protected shore of Rhode Island and venture into the realm of the Blue shark. I’m on board Snappa, a shark diving boat in Rhode Island run by ______shark fisherman Charlie Donilon. In recent years, Charlie has turned from fishing for sharks to diving with sharks. We leave the ______in the early morning because we have a long way to go to find the sharks. After heading ______out for 3 hours we can finally stop. Blue sharks are pelagic, that means they live in the ______ocean. So to find them, we have to travel here: forty miles from the coast of Rhode Island and as you can see there is no land in site. The first thing we do is ______our shark cage into the water. The cage will protect us from the sharks when we go diving. Next, we need some sharks. To attract sharks to the boat, we use something called chum, which is basically ground up ______and it looks like this. This bucket if filled with chum. And we’re throwing it overboard to create a scent trail in the water. Basically, the current carries the chum off and the sharks ______it. And then they follow the smell back to the boat. And when they get here they find Charlie and he______nice little bite sized morsels of fish over the side to keep the sharks interested. Within only minutes, the incredibly ______noses of the sharks have detected our chum, and convergered on the boat. That’s a nice…Look at him right here. Come right over back of the boat. Look at him see him his blue back? Oh yeah! That’s a good looking ______footer. Scientists don’t know very much about sharks, but they do know that blue sharks are ______swimmers. Often traveling thousands of miles in only a few months. And the reasons they know this is because of these shark tags. If you put a shark tag on a shark in Rhode Island and the shark is ______thousands miles away you can tell from the tag where it came from. Charlie volunteers to tag sharks for the National Marine Fisheries Service so they can learn about the______patterns of Blue sharks. The tag is a tiny piece of paper with a ______number rolled up inside a water proof capsule and attached to a barb that goes under a shark’s skin to hold it in.

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 9 Learn more at www.BlueWorldTV.com! Cloze Exercise (page 2) But you still need to get the sharks within reach of the pole, and to do that, we’ll use some______. We This is a shark tagger. Charlie is an expert shark tagger. He’s been doing it for 20 years, and today I’m getting a______. We are going to attach it to our tag pole here… OK… The tag goes on the end of a pole. I’ll use the pole to stick the tag into a shark from a safe distance. And it’s going to trail behind the fish… I have a piece of fish on a ______with no hook. What we’re going to try to do is get the shark to bite it. And sometimes they bite it so hard they won’t let go and you can ______them right out of the water, but since no hook it doesn’t hurt the shark. Oh we got one now! It’s got it WHOAH YEAH!!... Nice one! Sometimes the bait brings them a little too______! It’s hard to aim with all that thrashing going on, but now is my______! Did I get him? All right, I did get him! Now let’s see if it’s a male or female Outstanding. That was pure luck. I know it looks painful, but the ______skin on the shark’s back makes the tag barely noticeable to the shark. Now we fill out a card that we ______in to the National Marine Fisheries Service. The card has information about the shark that we tagged, such as the location we tagged it, the sex, male or female, and ______length. Some of the sharks that Charlie has tagged have been caught as far away as______, a distance of over 2,500 miles! Blue sharks can really get around! Now, I’m too ______to stay on the boat any longer. I need to get into the water with the sharks! I put on a thick wetsuit to protect me from the cold 60 degree water, and then take the ______.

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 10 Learn more at www.BlueWorldTV.com! Cloze Exercise (page 3)

Immediately, the sharks ______me and come over to investigate. I head straight for the cage and get in. But from______, I can’t see the sharks very well unless they come really close. So, forget this cage! I’m going out to swim with the sharks in the ______water!

As soon as I’m out in the open, the sharks closely approach me and seem to have an ______interest in my camera. They bump their noses into the lens and seem ______by it. Believe it or not, all living things put out tiny ______impulses. Sharks have special electrical senses that can detect the electrical impulses of living things. They can tell that the camera isn’t ______, so they don’t try to bite. But the camera does seem to peak their interest. The sharks are coming so ______that I can actually touch them. They seem so engrossed in the electrical ______from my video camera or by the chum in the water that they don’t seem to mind being gently touched as they swim by. It’s easy to see where the blue shark gets its name. It has a gorgeous ______blue color on its back that probably helps it blend in to the ocean. CHARLIE: I don’t see him at all. While I’m having ______underwater with the sharks, Charlie is still trying to tag a few more. This shark ______his bait and takes off with it….right between the bars and into the cage! This is a ______shark but it still fit through the camera port in the cage. Now it can’t ______how to get out. I’m afraid the shark will ______itself, so I have to see if I can help…without getting bitten. I ______the door and try to lead the shark out, but it is thrashing around so much that it doesn’t realize there is a way out. I have to be very careful here, because the shark could ______cornered in the cage and it might interpret me as a threat. Finally, I have to ______it by the pectoral fin and yank it out! All I can say is: I’m glad I wasn’t in the cage when that happened! It might be ______on the outside!! By the end of the day, we ______to tag 5 sharks. Who knows where they might ______and when. Swimming with blue sharks showed me that sharks are not ______and dangerous. They’re wild animals and unpredictable, but certainly not mindless______. I can’t help but admire these beautiful and streamlined predators--Blue sharks in a blue world.

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 11 Learn more at www.BlueWorldTV.com! Previewing Background Knowledge & Check In Questions

1. Why do some birds fly south every winter? 2. What is that called when animals travel in the same route or pattern over and over again? 3. How good do you think a shark’s sense of smell is? 4. If you wanted to attract a shark, how would you do it? 5. What does it mean to volunteer? 6. What is an electrical impulse? 7. Can people detect/feel/notice electrical impulses? 8. Why would scientists want to track animals and keep track of where they go? 9. Are sharks dangerous? 10. Would you get in the water with sharks? 11. What would protect you from a shark? 12. There are different zones or sections in the water. Far away from land is called pelagic. What do you know lives out in the open ocean, in the pelagic zone?

Viewing the Video

Depending on the class and the level of the students, there are a few options to consider when viewing the webisode. • Students may watch the webisode, just focusing on the main ideas. • Next, students could get their essential and/or extended vocabulary worksheets, and check off each word as they heard it, as the webisode played again. • Also, the students might have the 5 W questions to answer as they listen to the webisode after the initial time. • For the last viewing, the closed captioning could be turned on, to help bridge any listening comprehension gaps.

Watch Blue Shark Adventuere video webisode 1 - Length 09:42 - http://www.blueworldtv.com/webisodes/watch/blue-shark-adventure

Pause the video occasionally to collect information and allow for discussion of events as they unfold.

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 12 Learn more at www.BlueWorldTV.com! 5 W Questions & Answer Key

1. Q: When do they tag the Blue Sharks? A: When they come near the boat. 2. Q: Who does Charlie volunteer for when he tags the sharks ? A: National Marine Fisheries Service 3. Q: What type of information does Charlie need to write on the cards after the sharks are tagged? A: Gender, approximate size, location of tagging 4. Q: Why are the Blue Sharks so interested in Jonathan’s camera? A: The electrical impulses from his camera attract them. 5. Q: How does Charlie attract the Blue Sharks to the boat? A: With chum 6. Q: Where do the Blue Sharks live? A: In the open ocean. They are pelagic.

Post Viewing Discussion

1. Why did Charlie bring a cage? 2. Why did Jonathan get out of the cage? Did that surprise you? 3. Do you think Jonathan was brave or foolish? Why? 4. Would you go in the cage? 5. Would you get out of the cage? 6. Would you get close that close to a shark? 7. What would you have done if the shark got stuck in the cage and YOU were in the water instead of Jonathan? Would you have helped the shark like he did? How?

Writing Prompt: Write a Narrative from the perspective of the shark that got caught in the cage. First, make a timeline of events. Start with smelling the chum, and your thoughts. End with getting out of the cage with Jonathan’s help. Then, write a paragraph from your timeline of notes. Use order words and transitions to show time order in your Narration. Remember YOU are the shark.

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 13 Learn more at www.BlueWorldTV.com! Afterschool Project - Migration Background Information Migration - The large scale movement of an animal species from one place to another. They are usually related to seasonal changes in weather and feeding patterns or mating an breeding patterns. Migration is a response to the instinct for survivial. Types of Migration: • Irruptive migration - species move from one place to the next when they’ve exhausted the food supply in one area. • Complete migration - when every member of a species migrates • Partial migration - when some members of a species stay in an area while others migrate • Altitudinal migration - When animals that live at high altitudes move to lower altitudes during colder seasons • Removal migration - migration due to a major change in the environment or climate. This can occur with human development. • Seasonal migration is migration that corresponds with the change in seasons. Most migration fall within this category. Many altitudinal, longitudinal, latitudinal, and reproductive migrations take place when the seasons change. • Latitudinal migration is the movement of animals north and south. • Reproductive migration is the movement of animals to bear young. What cues an animal to migrate? • Daylight changes - As the days get shorter instincts tell animals to move south. • Temperature • Internal Cues - such as fat reserves in the body • Circadian rhythm - internal calendars that signal the time to migrate How do animals navigate when migrating? • The sun - starlings and ants • Landmarks - whales • Moon and stars - birds • Scent - salmon finding spawning ground • Weather - birds fly downwind • Magnetic field - bats and sea turtles

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 14 Learn more at www.BlueWorldTV.com! Afterschool Project #1 - Bird Migration Research Question: Will birds migrate a short distance when they run out of food?

Introduction: Have you ever noticed that some birds are only around during some parts of the year, while others stay all year long? For example, if you live in the eastern United States, you might have noticed that the ruby-throated hummingbirds all disappear for the winter, but return for summer and spring each year. Or maybe you’ve seen large flocks (groups) of Canada geese come spend the winters at your local ponds, but fly away again once spring arrives. This movement of animals from one place to another is called a migration.

It isn’t only birds that migrate. Many different types of animals do, too! There are lots of reasons why an animal might migrate. Two of the most common reasons are food and temperature. If the temperature is getting too cold, an animal might choose to migrate somewhere where the temperatures are warmer so that they don’t freeze. Animals also migrate when the local supply of food is too small to support the population. This is often the case with herds (groups) of antelope, buffalo, or other grass-eating mammals that move from one grassland to the next as they eat up all the available grass. In some cases, animals migrate in order to find a good place to hatch or raise their babies.

Some migrations take place over many days as the animals travel hundreds of miles. Others are shorter in both time and distance. In this science fair project, you’ll see if you can create a miniature bird migration. You’ll use food as a reason for the birds to migrate. With the help of some friends, you’ll start out by feeding the birds in two locations. Then you’ll see what happens when one of the locations runs out of food. Will the birds migrate from the location that doesn’t have food to the one that does? Start the feeding frenzy and get ready to find out! Try starting your own miniature bird migration in this science fair project!

Materials: • Place where you can feed birds such as ducks, geese, pigeons, or seagulls. • Bread (3 loaves) (can consider other bird safe foods for this project too) • Volunteers (5, including you) • Plastic bags (2) • Measuring tape, 20 feet long • String or rope, 40 feet • Scissors • Clipboards (2) • Paper (2 sheets) • Pens or pencils (2) • Stopwatch • Graph paper • Lab notebook

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 15 Learn more at www.BlueWorldTV.com! Afterschool Project #1 - Bird Migration (continued - page 2) Procedure 1- Find a place with a large group of birds (at least 15) that you can feed. Make sure to read any signs posted at the location. If the signs say “please do not feed the birds” then you’ll need to find another place where bird feeding is allowed.

2 -Preparing for the Experiment 1. Before going to the bird-feeding location, tear one loaf of bread into chunks the size of a quarter coin. 2. Put one-third of the chunks into one plastic bag, and the remaining two-thirds into the second plastic bag. 3. Using the measuring tape and scissors, cut two pieces of string or rope, each 20 feet long.

3- Doing the Experiment • Two people will be in charge of feeding the birds • Two other people will count how many birds are around each bird-feeding station • The fifth person will be in charge of using the stopwatch. (an adult if possible)

1. All 5 people should go to to the bird-feeding location. Be sure you have all the materials you need from the list above. • Make sure there are no other people nearby who are feeding the birds. If there are, they could affect your experiment, so you’ll need to wait until they’re done or move far away from them. 2. Place the two people who are going to feed the birds 20 feet apart using the measuring tape to check the distance. Try to position these people < 10 feet from the birds. • The birds may run away from you as you set up the experiment. That’s okay, they’ll be back once you start offering them food. 3. Make a circle around each bird-feeding person using the pieces of string or rope you prepared. One bird- feeding person should stand in the middle of each circle. • Each bird-feeding person should hold a bag of bread chunks. • Bird Feeder #1 - The person holding the bag with one-third of the loaf of bread • Bird Feeder #2 - The person holding the bag with two-thirds of the loaf of bread • The people who are going to be the bird counters should stand outside of the circles. Each bird feeder should be watched by one bird counter. Make sure the bird counters each have a good view of the bird feeder they’ll be watching, as well as that person’s entire circle. • The bird counters should each have a clipboard with a data table on it and a pen or a pencil. • The fifth volunteer should hold the stopwatch. 4. When everyone is in position and ready to begin, the person with the stopwatch should yell, “Go!” and start the stopwatch. The bird counters don’t need to count any birds just yet. • Both bird feeders should start feeding the birds bread as soon as they hear the word “go.” • Feed the birds at a slow, but steady, pace. Decide with the group the pace beforehand the pace. • Try to have both bird feeders keep the same feeding pace. It may be a good idea to have the two bird feeders practice this side-by-side before the actual bird feeding begins (not at the park though, or your birds might start migrating before you’re ready for them to!). • Both bird feeders should make sure to throw the bread within the circle. Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 16 Learn more at www.BlueWorldTV.com! Afterschool Project #1 - Bird Migration (continued - page 3) 5. When the stopwatch reads 2 minutes, the person holding it should yell “Time!” and both bird counters should quickly count the number of birds in the circles and record the number in their data tables. Note: The bird feeders, should continue feeding AND the person with the stopwatch should restart it again right after yelling “Time.” • Bird counter #1 should count the number of birds in the circle around bird feeder #1. • Bird counter #2 should count the number of birds in the circle around bird feeder #2. • The bird counters should try to be as accurate as possible, but if there are birds moving in and out of the circle, it is okay if the final count is off by one or two birds.

6. Repeat step 5 every 2 minutes until bird feeder #1 runs out of bread. • When bird feeder #1 runs out of bread, he or she should yell “out of bread” and the person with the stopwatch should immediately reset the time. • Bird feeder #2 should still have bread, because they started with twice as much bread as bird feeder #1 did. He or she should keep feeding the birds at the same pace as before. • Bird feeder #1 should continue to stand in his or her circle, hands at his or her sides. He or she should still be holding the bag. If the birds were to get a hold of the bag, it could cause them harm.

7. Now the stopwatch should be counting up from zero again • bird feeder #1 should be standing still inside his or her circle • bird counter #1 should still be watching and ready to count the birds inside circle #1 • bird feeder #2 should still be feeding the birds • bird counter #2 should be watching and ready to count the birds inside circle #2 8. When the stopwatch reaches 2 minutes again, the person holding it should yell “Time!” and both bird counters should count the number of birds in the circles and record the number in their data sheets. • Even though bird feeder #1 is out of food, bird counter #1 should still count how many birds are in bird feeder #1’s circle. • Bird counter #2 should count the number of birds in the circle around bird feeder #2.

9. Repeat step 9 every 2 minutes until bird feeder #2 also runs out of bread.

10. Repeat steps 1-10 two more times, either on different days at the same location or at different locations, but with the same type of bird.

** Can you define the different variables in this research?

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 17 Learn more at www.BlueWorldTV.com! Afterschool Project - Bird Migration (continued - page 4) Analyzing the Data • Combine the data collected by both bird counters in one large data table in your science notebook. Make a new table for each of the trials. • Calculate the average number of birds around each bird feeder before and after bird feeder #1 ran out of bread. Do this for each of the times you did the experiment (each one is called a trial). • Using your graph paper, draw bar graphs of your data. • Make a bar showing the average number of birds around bird feeder #1 when he or she had bread, and a bar next to that when only bird feeder #2 had bread. Make two more bars for the averages for bird feeder #2. • Label each bar so you know what it represents. • Using the same method, make bar graphs for each trial. When you are done, you should have a total of three graphs. • If you prefer to make your bar graphs on the computer, try using Create a Graph: http://nces.ed.gov/nceskids/createagraph/ • Look at your graphs. What happened to the number of birds around bird feeder #1 when the bread ran out? Did it increase, decrease, or stay the same? What about around bird feeder #2? When bird feeder #1’s bread was gone, did the birds migrate to bird feeder #2? • How does the number of birds change in the circles of each bird feeder over time? Try answering this question by making a line graph showing all the data for each trial (use the counts for each time point, instead of the averages you calculated). • Time should be on the x-axis and the number of birds around each feeder should be on the y-axis. • In the end there should be three line graphs, one for each trial. Each line graph should have two lines—one for each bird feeder’s data.

Additional Research Questions: 1. Do different species of birds behave differently in this experiment? Find out by repeating this experiment with different types of birds. 2. What happens if the bird feeders alternate feeding the birds. First, bird feeder #1 feeds them, but stops after a few minutes, just as bird feeder #2 starts, and then the cycle repeats. Will the birds keep migrating back and forth between the two feeders? Design an experiment to find out. 3. What is the maximum distance you can put between the two bird feeders and still see a migration occur? Experiment to discover the answer. Additional Resources: Animal Migration: (Nature Education): http://www.nature.com/scitable/knowledge/library/animal-migration-13259533 National Geographic: Great Migrations Photography:http://ngm.nationalgeographic.com/2010/11/great-migrations/sartore-photography Migrating Animal Printouts: http://www.enchantedlearning.com/coloring/migrate.shtml Blue Sharks:http://www.enchantedlearning.com/subjects/sharks/classroom/sharktemplates/Bluesharkprintout.shtml Migration: http://animals.howstuffworks.com/animal-facts/animal-migration.htm Types of Animal Migration: http://en.wikipedia.org/wiki/Animal_migration

Credit: Science Buddies Staff. (2014, October 10). With a Little Bread as Bait, Can You Make a Bird Migrate?. Retrieved March 19, 2015 from http://www.sciencebuddies.org/science-fair-projects/project_ideas/Zoo_p052.shtml Melissa Bowlin, PhD, Martin Wikelski, PhD, Sandra Slutz, PhD, Science Buddies

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 18 Learn more at www.BlueWorldTV.com! Afterschool Project #1 - Bird Migration Participants (5) : Date:______Location:______

Bird Species:______

Other Factors (weather, type of food):

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 19 Learn more at www.BlueWorldTV.com! Afterschool Project #2 - Marine Animal Migration Information about marine animal tracking and tagging

Marine animals are widely distributed throughout the ocean. Some migrate and inhabit many different waters while others confine themselves to one small area. Migration is a regular journey between one region and another, usually associated with seasonal changes or breeding and feeding cycles. Polar bears, sea otters, pinnipeds (seals), cetaceans (whales), sirenians (manatees), birds, turtles and many other animals migrate as part of their life cycles. Why track marine animals? One of the many goals of animal migration research has been to determine where the animals are going, but researchers also want to know why they are going “there”. Researchers not only look at the animals’ migration but also what is between point a and point b to determine if a species is moving to new locations based on food density, a change in water temperature, and the animal’s ability to adapt to these changes Tracking migrations is an important tool to better understand and protect species. For example, Florida manatees are an endangered species, and therefore they need protection. Radio tracking showed that Florida manatees may travel as far as Rhode Island when they migrate. This information suggests that the manatees may need protection along much of the Atlantic Coast of the United States not just in Florida. Some types of tags used to track animals Non-electronic Fin tags (Rototag) The Rototag is a two piece, plastic cattle ear tag which is inserted through the first dorsal fin of a shark. These tags were primarily used by National Marine Fisherie Service (NMFS) biologists on small sharks during the first few years of the Cooperative Shark Tagging Program. Dart tags (M tag) The dart tag is composed of a stainless steel dart head, monofilament line, and a plastic capsule containing a waterproof legend with return instructions printed in English, Spanish, French, Japanese and Norwegian. These dart tags, in use since 1965, are implanted in the back musculature near the base of the first dorsal fin. Numbered dart tags from NMFS are sent to volunteer participants on self-addressed return post cards for recording tagging information (date, location, gear, size and sex of shark), along with a tagging needle, tagging instructions, current management information, and shark ID placards. Recoveries of data are made opportunistically by recreational and commercial fishermen. When a previously tagged shark is recaught, information similar to that obtained at tagging is requested from the recapturer. Electronic Archival Archival tags are small data loggers that record dates, times, swim depths, water temperatures, body temperatures and light levels every few seconds for up to 10 years. Light levels are used to calculate an approximate daily position of the tagged animal based on the time of dawn and dusk and the angle of the sun. Archival tags can be attached externally or internally and can be programmed to detach. They must be retrieved for their data to be downloaded and are used most commonly on species that have a high likelihood of recapture – either through fishing, or upon return visits to breeding and feeding grounds – such as fish, seabirds, sea turtles and marine mammals.

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 20 Learn more at www.BlueWorldTV.com! Afterschool Project #2 - Marine Animal Migration (continued - page 2)

Species studied with archival tags include: • Juvenile Bluefin tuna - Tagging has shown information about their diving patterns and feeding events (marked by sharp drops in body temperature as food and cold water enter the stomach) as well as Juvenile and adult Atlantic Bluefin tuna migration between spawning grounds and feeding grounds. • Sooty shearwaters migration from New Zealand to feeding grounds off Japan, Alaska and California. Tracks show that shearwaters fly across the entire Pacific Ocean in a figure-of-eight pattern that entails an annual migration circuit of 55 000–75 000 kilometers. • Migrations of fish, such as plaice and cod, and revealed new information on behavior, temperature and population distribution.

Diving and feeding behavior of a southern Bluefin tuna Credit: CSIRO Australia

Pop-up satellite archival Pop-up archival transmitting tags are externally placed tags that are pre-set to detach, rise to the surface and transmit data summaries by radio to the Argos satellite network. This network collects, processes and disseminates environmental data, and has a special channel dedicated to wildlife telemetry. These tags have been deployed on animals such as tuna, marlin, sharks, swordfish, mola mola, halibut, eels and sea turtles. They have shown that White sharks have a mixture of coastal ‘patrolling’ behavior and prolonged, direct coastal and ocean migrations. Satellite positioning tags Satellite positioning tags are attached externally on animals and transmit a signal either to the Argos satellite system or the GPS satellite system, which determines the position of the tag, providing near real- time tracking of the animal’s movements. Because the tag antenna must be above the water to transmit a signal, these tags are deployed on animals that spend sufficient time at the ocean surface. Some versions of these tags transmit summaries of data on swimming depth, water temperature and salinity. They are most commonly used on animals such as marine mammals, s `ea turtles, seabirds and some species of sharks. They are deployed on marine mammals such as elephant seals to track diving behavior and foraging activity, and to build profiles of oceanographic features in remote parts of the world’s southern and northern oceans and map successful foraging locations.

GSM (GPS) Tags GSM tags use the Global System for Mobile communications (GSM) network to transmit recorded data. They can do this when the tagged animal enters coastal waters within the range of a GSM receiver and have so far mainly been used with marine mammals, although trials have been conducted with basking sharks. For animals that come to the surface, accurate positions can be obtained by using a GSM tag in conjunction with Fastloc GPS, which collects the data required for a GPS location within a fraction of a second. Development is less advanced than with tags that transmit to satellite. Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 21 Learn more at www.BlueWorldTV.com! Afterschool Project #2 - Marine Animal Migration (continued - page 3) Acoustic Tags Acoustic tags can be attached externally or internally. They transmit a unique code at regular intervals which, when in range, is logged by an electronic receiver on the seabed, or a hydrophone operated from a vessel. They also can transmit water temperature, depth and swim speed. Acoustic tags commonly are used to record the extent to which an animal uses a particular area, and how this behavior may change over time. They are suited to research on any species to which a transmitter can be attached or implanted without modifying its behavior, such as fish, sharks, crustaceans and squid. Acoustic receivers, or ‘listening stations’ can record the presence of hundreds of animals tagged with acoustic transmitters with a location accuracy of one to two metres. Their range can be extended to hundreds of kilometers by placing multiple receivers in grids or lines. Digital acoustic recording tags The digital acoustic recording tag (D-tag) is a motion and acoustic recording tag attached to the animal by a suction cup (most commonly to whales). It records all sounds made and heard by the tagged animal(s), and also contains a digital compass, a temperature sensor, a pressure sensor to measure dive depth, and a three-axis accelerometer to measure pitch and roll. D-tags are being used to characterize whale movements and sub-surface behavior, including the kinds of vocalizations used while diving and foraging, and their responses to human activities. Combining D-tag data with geospatial data and bottom topography, gives a three-dimensional picture of how whales react to sounds and assists in forming plans to reduce threats from fishing gear, ship strike, and sonar.

More Information on Marine Animal Migration • Office of Naval Research: http://www.onr.navy.mil/focus/ocean/life/mammals7.htm • Review Article: Long-Distance Animal Migrations in the Oceanic Environment: Orientation and Navigation Correlates http://www.hindawi.com/journals/isrn/2013/631839/ • “Shark Tagging & Tracking: Separating Fact from Fiction” • http://voices.nationalgeographic.com/2014/01/30/shark-tagging-tracking-separating-fact-from-fiction/ • Ocean specific types of migration: • Vertical Migration: The Great Ocean Migration http://www.coexploration.org/bbsr/classroombats/html/ vertical_migration.html • Tidal Migration: http://link.springer.com/article/10.1023%2FB%3AHYDR.0000008488.33614.62#page-1

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 22 Learn more at www.BlueWorldTV.com! Afterschool Project #2 - Marine Animal Migration (continued - page 4) Marine Animal Tagging Online Resources General Tagging Tagging of Pacific Pelagics: The Global Tagging of Pelagic Predators (GTOPP) program is an international, multidisciplinary collaboration among biologists, engineers, computer scientists and educators, which will allow users to view and interact with animal tracking data, as well as oceanographic datasets, to marine life observation. http://www.gtopp.org/ Ocean Tracks: Ocean Tracks provides access to authentic data collected by migrating marine animals, drifting buoys, and satellites, along with tools that allow you to display and analyze these data to investigate current and important scientific questions about animal interactions with the ocean environment. http://oceantracks.org/ Wildlife Tracking- many different marine animals: http://www.wildlifetracking.org/googleocean.shtml NOAA satellite and information service (Argos Data Collection System Used for satellite tag tracking): http://noaasis.noaa.gov/ARGOS/

Sharks: NMFS Cooperative Shark Tagging Program http://nefsc.noaa.gov/nefsc/Narragansett/sharks/tagging.html OCEARCH: OCEARCH is a non-profit organization with a global reach for unprecedented research on great white sharks and other large apex predators. http://www.ocearch.org/ Conservation of Migratory Sharks Memorandum of understanding: The Memorandum of Understanding (MOU) on the Conservation of Migratory Sharks is the first global instrument for the conservation of migratory species of sharks. A good listing of major shark tagging projexts http://sharksmou.org/shark-tagging-projects Tagging of Pacific Pelagics: The Global Tagging of Pelagic Predators (GTOPP) program is an international, multidisciplinary collaboration among biologists, engineers, computer scientists and educators, which will allow users to view and interact with animal tracking data, as well as oceanographic datasets, to marine life observation. http://www.gtopp.org/ The Ocean Tracking Network: Enabling international sustainable management of valued aquatic species by providing knowledge of animal movements, survival, and habitats and of how all are linked to environmental conditions. Fostering technological and operational innovation that will revolutionize our management of the ocean. http://oceantrackingnetwork.org/ http://oceantrackingnetwork.org/tracking-blue-sharks/

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 23 Learn more at www.BlueWorldTV.com! Afterschool Project #2 - Marine Animal Migration (continued - page 5) Whales, dolphins and porpoises: WhaleNet: WhaleNet coordinates the Satellite Tagging Observation Program - STOP. The goal is to enable students to participate, with scientists, in unique research using advanced technologies. This unique program uses advanced satellite technology and telecommunications to monitor and research the actual migration patterns and movements of selected species of whales and marine animals. http://whale.wheelock.edu/whalenet-stuff/stop_cover_archive.html - a listing of archived tag information http://whale.wheelock.edu/whalenet-stuff/stop_cover.html active tags NOAA Fisheries: Northwest Fisheries Science Center - Killer whales - The scientists of the Northwest Fisheries Science Center conduct leading-edge research and analyses that provide the foundation for management decisions to protect, recover, restore, and sustain ecosystems and living marine resources in the Pacific Northwest. http://www.nwfsc.noaa.gov/research/divisions/cb/ecosystem/marinemammal/satellite_tagging/ Center for Coastal Studies: The Humpback Whale Studies Program is the longest continuous research program at CCS. It is also one of the most detailed and long-term studies of a baleen whale population. http://coastalstudies.org/programs/humpback-whale-research/satellite-tagging/

Pinnipeds (seals and sea lions): Friends of the Elephant seal: Friends of the Elephant Seal is a non-profit organization dedicated to educating people about elephant seals and other marine life http://www.elephantseal.org/E-Seals/tagging.html Sea Mammal Research Unit, St Andrews University: SMRU is a Natural Environment Research Council (NERC) Collaborative Centre that provides the UK’s main science capability in the field of marine mammal biology. http://smub.st-and.ac.uk/ Northeast Fisheries Science Center: Marine mammal researchers from the Northeast U.S. and Canada plan to capture, tag, sample, and release adult gray seals on Cape Cod as part of on- going research to learn more about the gray seal population, including their movements, habitat use, health and diet. http://www.nefsc.noaa.gov/press_release/2013/News/NR1305/ Seal Track: Irish researchers from UCC, working with world leading experts in marine mammal research from the Sea Mammal Research Unit in Scotland are using sophisticated tags to study Harbour and Grey seals offshore movements and behaviour. The tags use a novel telemetry system (fast acquisition GPS) together with mobile phone technology to relay the information back to a base phone. http://sealtrack.ucc.ie/ Alaska Department of Fish and Game Ice Seal & Walrus Research: Four species of Alaskan seals that are associated with sea ice during some part of each year are often called “ice seals.” These are ringed, bearded, spotted, and ribbon seals and they are important species to coastal communities for food and skins and they are important to the Arctic marine ecosystem. Ice Seal: http://www.adfg.alaska.gov/index.cfm?adfg=marinemammalprogram.icesealmovements Walrus: http://www.adfg.alaska.gov/index.cfm?adfg=marinemammalprogram.walrustracking

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 24 Learn more at www.BlueWorldTV.com! Afterschool Project #2 - Marine Animal Migration (continued - page 6) Manatee: Manatee Rescue & Rehabilitation Partnership; Individual manatee tracking http://manatees.mapntracker.com/wildtracks/ Turtles: Wildlife Tracking http://www.wildlifetracking.org/googleocean.shtml Seaturtle.org: http://www.seaturtle.org/

Euro census of Marine Life http://www.eurocoml.org/science/european-projects http://www.jellyfish.ie/turtle.asp -Leatherback turtle tagging Fish Pelagic Fisheries Research Program, University of Hawaii at Manoa: http://www.soest.hawaii.edu/PFRP/overview.html Tuna Research and Conservation Center: The Tuna Research and Conservation Center is a collaboration between Stanford University’s Hopkins Marine Station and The Monterey Bay Aquarium. The mission of the Tuna Research and Conservation Center (TRCC) is to advance the knowledge and understanding of tunas and other highly migratory marine fishes through research, education, and conservation. http://www.tunaresearch.org/

Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 25 Learn more at www.BlueWorldTV.com! Afterschool Project #2 - Marine Animal Migration (continued - page 7)

Research Project Materials: Internet access Notebook Poster presentation supplies STUDENTS Whole after school group: Take all animals that are possible to track and put them into a food web. You can add a critical animal that isn’t listed. Teams of students: Decide the animal (s) to track. Research this animal to determine diet, predators, life cycle, habitat and write up a summary of this information. The checklist below will help you to gather all of the necessary information. Keep a list of your sources for a bibliography. 1. Common and scientific name of the species 2. Where the animal can be found 3. Size and physical description of the animal 4. Feeding behaviors and predator/prey relationships (What does the animal eat? What other animals eat your animal?) 5. The features of the animal’s ecosystem—including living and nonliving things 6. When and where does breeding takes place and how young animals survive. 7. Human or environmental threats to the species 8. Any other interesting or unusual information about your animal 9. The usual migration patterns and routes of your animal if applicable. Develop a list of possible research questions that will be investigated by looking at the data from tagged animals. Review this list with your teacher to determine your final research question. You should also generate a hypothesis as to the outcome of the analysis.

Some possible ideas are: 1. Do marine animals migrate? 2. Do all of the animals of a species move together or independently? 3. Do predator and prey move together? 4. What causes a particular animal to migrate? Review the tracking data from your animal(s). Take notes on these aspects.

1. How far did the animal travel during the time your group was tracking it? 2. Near what political features (countries, states, islands, etc) did your animal travel? 3. What questions do you have about the animal’s movments? 4. Do you need more information? 5. Does analyzing the data answer your research question? 6. What are your conclusions about your research questions? Was your hypothesis correct? Each small group should present its findings for the marine animal species, migration patterns as a poster presentation and also prepare a short presentation to explain the research. Presentations should be about 3-5 minutes. Secondary Unit Lesson 5- Blue Shark Adventure: Teacher Resources - Page 26 Learn more at www.BlueWorldTV.com!