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

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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 repro- duce. HS-LS4 Biological Evolution: Unity and Diversity HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by mul- tiple 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)
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