Shark Cull Debate

Episode 33 Teacher Resource 20th November 2018 Shark Cull Debate

1. In pairs, discuss the Shark Cull Debate story and record the main Students will explore the issues points of the discussion. around controlling sharks and develop and argument for or against 2. Where in Australia was there three shark attacks in the past two culling sharks. months? Locate using Google Maps. 3. How many shark attacks have there been across Australia this year? 4. Experts say that shark attacks aren’t random. True or false? 5. Which three sharks are the most dangerous to people?

6. What is a drumline? Science – Year 6 7. Why was swimming banned at Cid Harbour? Scientific knowledge is used to 8. Complete this sentence. The QLD Government recently spent 250 solve problems and inform personal and community decisions. thousand dollars to research shark ______. 9. What do you think about the issue of controlling sharks in our Science – Year 7 oceans? Discuss as a class. Solutions to contemporary issues that are found using science 10. Create a T-chart showing the pros and cons of controlling sharks in and technology, may impact on our oceans. other areas of society and may involve ethical considerations.

Interactions between organisms, including the effects of human activities can be represented by Class Discussion food chains and food webs. Hold a class discussion about the information raised in the Shark Cull Debate story. Create a class mind map with SHARKS in the middle. Use the English – Year 5 Plan, draft and publish imaginative, following questions to guide discussion: informative and persuasive print and multimodal texts, choosing text structures, language features, • What do you know about images and sound appropriate to sharks? purpose and audience. • What words would you use to English – Year 6 describe sharks? Plan, draft and publish imaginative, • Why are sharks important? informative and persuasive texts, • What are some different choosing and experimenting with text structures, language methods of controlling sharks? features, images and digital • What does it mean to ‘cull’? resources appropriate to purpose and audience. • What do environmentalists say about the issue of shark culling? • Why are some people against the idea of culling?

Students can research answers to questions they have about sharks and present the information to a small group or the class.

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Profile Students will imagine they are marine biologists and study the world of sharks. Students will choose one shark species to explore in detail, create a profile and then share their findings with the class.

Shark Species • Hammerhead • Great white shark • Whale shark • Tiger shark • Bull shark • Nurse shark

Students will research the following for their project using a range of sources to find their information, including the internet, newspapers and books. Students can use the Creature Feature worksheet to organise and present their information.

• Common and scientific name • Appearance - what are some of their physical characteristics? • Describe their habitat. • Conservation status • Threats - what are some of the threats to their survival? • Interesting features.

Further investigation Students will respond to one or more of the following questions. • Research some specific adaptations sharks have made to survive in particular habitats, for example, body shape, colour, tails and fins. Give an oral presentation explaining the adaptations. • How does each of the shark’s five senses help them search for prey? Draw a diagram to show your learning. • Why are sharks an important part of the marine ecosystem? • Why are sharks important predators? • What threats exist to shark populations? • Create a poster that explains the shark’s role as predator and threats to their existence. • Predict what might happen if sharks are removed from the food chain. • Why do we need to look after sharks?

Students will then create a poster to persuade people to help protect sharks and their environment.

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Who am I? Students will make their own Who Am I? game to learn more about shark species. • Students will research and write 6 clues to correspond with each animal in the Who Am I? template, with the first clue being the hardest and the last clue being the easiest. • Include clues about the animal’s special features, its predators and how it adapts to its environment. • Students will test their game on a partner.

Survey Students will create and conduct a survey to find out how people feel about sharks and what they think about controlling sharks. Students will develop their own questions and record people’s attitudes about sharks. Below are some survey questions to get your started: • Are all sharks dangerous? • Why do you think people are afraid of sharks? • Should a shark be killed if it attacks a human? Why or why not?

Students will collect and record their survey results. Students will analyse their results and highlight any surprising results. Students will compare their attitudes to that of their classmates and discuss their findings.

Fact or opinion What are some common myths about sharks? How do you think these myths are made? Students will research some common misconceptions/myths about sharks and shark attacks and create a myth busting quiz to share with students.

Opinion poll Students will conduct their own opinion poll on the issue of controlling sharks in our oceans. Working in groups, students will need to decide who their sample group will be and how many people will be polled. What method will they use to conduct the poll? (Face to face interviews or written responses). • Ask students to graph the opinion poll results and display in the classroom. Students can reflect on how reliable they think the results were. What would they do differently next time? • Students may want to film their interviews and then create a movie to present to other students.

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Persuasive text Students will investigate the issue of whether sharks should be controlled in our oceans and develop a persuasive text.

Students will explore the issue and develop a persuasive text for or against the following statement: `Sharks should be controlled in our oceans’. Students can use the information collected during the class discussion and their own research to help develop their argument. Encourage students to use a range of sources.

Provide students with the following structure to follow when completing this activity.

Structure of a persuasive text Tips for writing persuasive texts Introduction • What is the point you are trying to argue? • Who is your audience? For example, Construct an introductory paragraph are you directing your argument at kids, which states the issue or topic. teachers or politicians? • Introduce the arguments that will be • Explore how language choices can developed in the body of the text. have a big impact on persuading your audience. Body • Which language devices give the report • Construct arguments that support your credibility and authority? point of view. • Which are designed to create an • Each paragraph starts with a topic emotional response in the listener? sentence which introduces each point. • The rest of the paragraph gives more • Provide facts and evidence to support reasons. your argument. • Arguments can be ordered from • Write in the present tense. strongest to weakest. • Check your spelling and punctuation.

Conclusion Use this Read Write Think persuasion map to • Restate your position on the argument. plan your exposition text. • Construct a concluding paragraph that

provides a summary of your arguments

and a call to action.

ABC News – Shark management: Can anything be done to keep people safe in the water? https://www.abc.net.au/news/2018-11-06/shark-management:-can-anything-keep-us-safe-in-the- water/10469666

BTN - Shark Cull http://www.abc.net.au/btn/story/s3934596.htm

BTN – Shark Nets http://www.abc.net.au/btn/story/s4563683.htm

BTN – Shark Safety

National Geo Kids – Quiz Whiz: Sharks https://www.natgeokids.com/au/play-and-win/games/quiz-whiz-sharks/

WWF – Sharks: Restoring the balance https://sharks.panda.org/

National Geographic – Sharks https://www.nationalgeographic.com.au/sharks/