Educator Guide Who Lives in the Sea Grade 1-3 ISBN

1st to 3rd Grade

The Largest Fish in the Ocean Whale Sharks

www.OurOceanAndYou.com 287 Who Lives In The Sea? The Largest Fish in the Ocean: Whale Sharks CONCEPT / TOPICS TO TEACH

Whale sharks are the largest fish in the sea, and although they are sharks, they are peaceful. Whale Sharks feed by filtering tiny plankton, small fish, and even squid from the water. Each whale shark has a unique spot pattern like a human fingerprint that can be used to help identify individuals. In many parts of the world, whale sharks are celebrated and protected with festivals including art, music, food, and sporting events. In other parts of the world, whale sharks are hunted and overfished by people. Whale sharks need to be protected.

Objectives: Character Education: PERSEVERANCE »»Students will work Many people lose their imagination and dreams, sometimes as early as second with a word list grade! If students are taught to be empowered with greatness and rise to any in an activity that challenge, they can learn skills that will get them over many obstacles. This starts requires them to create original with building self-esteem through self-talk. We must teach children to never quit poetry about whale or give up, but to PERSEVERE! As an educator, you can see when students find sharks. something too difficult and those wanting to quit. Ban the phrase “I can’t do »»Students will it,” instead give students a mantra, “I can do anything!” Help them break down use the scientific problems into solvable parts, so they can demonstrate PERSEVERANCE. method of inquiry Giving up, quitting and not trying can start before kids get to school because they to investigate the effectiveness of are taught this behavior through peers, siblings and even parents. Brothers, sisters, different mouth cousins or other kids can have negative impacts on children at a very young types used to age through social situations. Building self-esteem and encouraging students to collect food through PERSEVERE through any challenge is a skill they can use throughout their lives. a simulation activity.

»»Students will practice setting Ocean Annie and Scuba Divers There is still much undiscovered. up a schedule by PERSEVERE! As scuba divers and scientists, planning a sequence we must practice patience and Before starting an activity, have of events for a whale PERSEVERANCE. Encourage shark festival. students imagine they are going scuba buddy teams to work together, diving. Have them form buddy teams »»Students will complimenting one another and signal one another it is time to go practice rounding throughout the day. Help students down: OK to go down? You are going numbers to solve a through difficult activities or learning puzzle about whale to go on an adventure to experience points. Demonstrate PERSEVERANCE sharks. whale sharks while scuba diving. by never giving up. When buddy Although scientists have been studying teams have finished their exercises, whale sharks for many years, they have them communicate and signal are still discovering their migration OK to go up. Reward students patterns and hypothesize about where and recognize their efforts and the sharks go in the ocean. PERSEVERANCE.

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Getting Started Treasure Chest Required Materials • Cartilage • Denticles ❍❍DVD “Who Lives In The Sea?” by • Elasmobranch Dive Into Your Imagination • Elasmobranchologist ❍❍Large Dry Erase Board/Easel and Markers • Filter Feeding • Gill • Perseverance

Anticipatory Set Lead-In • Plankton ✧✧ Become familiar with chapter eight, “The Largest Fish in the • Scientist Ocean: Whale Sharks” from the DVD “Who Lives In The Sea?” • Whale Shark

✧✧ Ask students if they are familiar with sharks. If so, what do they know or what have they heard about them? Where have they seen them?

✧✧ Are whale sharks fish or another type of animal?

✧✧ Before running the film clip, ask students to imagine they are elasmobranchologists, meaning they are scientists who specialize in the study of sharks, and will work individually or with their team to collect information during the run of the video.

✧✧ Explain even though this animal is called a “whale” shark, it is really a fish not a whale because it has gills to breathe, is cold blooded, does not produce milk to feed young, and has no hair. Have students compare fish and marine mammals.

Here are some questions and answers you can use to build a brainstorming session: KWL LGL AG WP Questions for Students Answers for Educators

Whale sharks open their mouth wide and either filter feed small How does a whale shark eat? plants and animals or gulp water sucking in small fish and other What does a whale shark eat? animals. Whale sharks eat plankton, small fish, and squid. Is a whale shark a Even though this animal is a whale shark, it is a fish not a whale. What fish or mammal? makes a fish, a fish? Can you see the whale sharks gills? How many sets?

The pattern of spots is unique to each individual whale shark as How can we tell different whale your finger print is to you. Whale sharks have scars and scrapes on sharks apart from one another? their bodies and fins which help scientists identify them too.

Remoras are known as sucker-fish and hitch-hike along What are remoras? with many sharks and rays. It is believed they feed on leftovers and scraps the host animal misses.

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Video Review ✧✧ Sometimes we are faced with challenges we must overcome. If we have patience, ✧✧ After watching the clip about whale sharks persistence, and PERSEVERANCE we can once or even a few times, discuss and overcome any challenge. Discuss how write down additional facts, questions, and students have had to persevere in their lives. information students gained from the video What does this mean to them? for further research and discussion. ✧✧ Ask students what else they want to know ✧✧ Ask students to write a reflection in their about whale sharks and write ideas down for journal about whale sharks or plankton. later research.

Imagination Play

Have students imagine they are whale sharks, the largest FISH in the sea. Whale sharks need our help right now because they are endangered as a result of too many being taken from the ocean for their meat and their fins. Even though they are large, they are harmless and feed only on plankton and small animals. We need to protect whale sharks in order for them to survive. Through children’s perseverance and desire to help all sharks, we can change the state of the ocean! You can read this script or use your imagination and create your own!

“On the count of three let’s say the magic word. 1, 2, 3...imagination. Let’s use our imagination and become a whale shark. If you are a whale shark, you live in a large area of the ocean and migrate through a territory. Scientists track and learn about whale sharks with satellite tags and imaging identification programs. During different times of the year, scuba divers know where to go on their vacations following whale shark migrations. If you are a whale shark, you might live off the coast of Australia, India, Galapagos or in the Caribbean Sea. Can you find these locations on the world map? Choose a location, where would you live?

Whale sharks swim very slowly, only about 3-5 miles per hour, yet you can swim quicker if you feel danger. You use your entire body when swimming. You can grow up to 60 feet, 18 m, which makes you the largest fish in the sea! Although you are the largest fish in the ocean, you are not dangerous at all because you don’t use your tiny teeth. You have gill rakers in front of your gills that act like strainers as you filter feed. You are a gentle giant in the sea. Use your imagination and explore these activities pretending you are a whale shark.

There are many people trying to help protect whale sharks. Use your imagination and let’s find a way to protect these gentle giants in the sea! How can you help whale sharks persevere?”

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CLASSROOM ACTIVITY STATION H1 WHALE SHARKS MUNCH A BUNCH Overview Students will make their own version of plankton from a variety of objects, and work from a word list to create poetry about the whale shark. Participating in this activity will give students practice with fine motor coordination, creative ability, artistic skilland help develop vocabulary and literacy skills.

Materials: Construction paper, large sheet of butcher paper, egg crates (optional), scissors, glue, crayons, colored pencils or markers, glitter, sequins, ribbon, google eyes, “Munch a Bunch” word list Talking Points Lesson Procedure ✧✧ Ask students to use 1. Measure a 4.5 ft long by 8 inches high piece of butcher paper and their imagination to shape it into an oval to represent the mouth of a whale shark, and try and guess/visualize post it on a wall in the room. what life as plankton might look like. 2. Instruct students to trace their hands two or three times onto a colorful sheet of construction paper and cut them out. If students are ✧✧ Provide students with challenged with tracing, they can be given a cup from an egg crate a few clues: to decorate.

• Plankton is a living 3. Explain to students they will be making plankton, the floating thing. animals and plants whale sharks eat. • Plankton floats in 4. Ask students to invert the hands or cups (so fingers point down) to water. simulate tentacles that some planktonic animals use to pulse and • Plankton can be move in the water. big or small. 5. Have students decorate their “plankton” with colors and textures any ✧✧ Zooplankton way they choose. are animals and phytoplankton are 6. As students complete their plankton, hang it from the ceiling near plant-like, together the mouth, and also place some of them inside the mouth, see how they form the base of many pieces of plankton can fit inside the mouth. the food chain. The 7. Photocopy and provide students with a “Munch a Bunch” word tiniest animals feed list. the largest fish! 8. Arrange class in buddy teams and ask them to work together to create a list of words that rhyme with the ones on the “Munch a Bunch” word list.

9. Work with students as a class, in buddy teams, or independently to devise a poem about whale sharks using the rhyming word lists.

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CLASSROOM ACTIVITY STATION H1 (Continued) WHALE SHARKS MUNCH A BUNCH

Extension Ideas Notes »»Ask students to draw a whale shark on blue construction paper and have them decorate it with white spots. Students can use their fingers dipped in white paint white paint or Q-tips if they prefer. Add the completed pieces to an art wall. Although whale sharks are similar, each whale shark is unique, their spots are their fingerprints and sometimes they have markings or scars on their bodies.

»»Have students look up whale sharks on the Internet with their parents to find out where they live. Because of satellite technology scientists study whale sharks in different areas around the world. Have them draw a map with the locations of whale sharks around the world.

»»The Shark Trust and Project AWARE is encouraging water users all around the world to submit images of their Whale Shark sightings in order to better understand their behaviour, population and biology. Working with research groups, divers, scientists and holiday makers we are attempting to improve the protection and understanding of the world’s largest fish. This website provides you with all the information you need to know about Whale Sharks, diving with them and contributing to their future survival. http://www.whalesharkproject.org/

Scuba divers act responsibly.

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CLASSROOM ACTIVITY STATION H2 WHALE SHARK TRIVIA Overview Students will review facts learned, and discover new facts about the whale shark in a fun and challenging trivia game. Participation in this activity will provide students with an opportunity to review vocabulary, and practice deductive reasoning, logic, and fact recall.

Materials: “Whale Shark Trivia” questions, masking tape, yard stick.

Talking Points Lesson Procedure ✧✧ Before beginning the trivia questions, have 1. Have students measure 40 feet with a yard an open discussion about whale sharks with stick and set up a line of masking tape students. What do they know about these (outdoors or in a long corridor) that runs amazing animals? 40ft in length to represent the average body length of the whale shark. ✧✧ Gather yard sticks or rulers and space dependent, measure between 20 and 40 2. Ask students to line up at one end of the feet to represent the length of a whale shark. tape. See how many students it takes to make up 3. Read trivia statements aloud and ask the length of a whale shark. What other tools students to raise their hand if the statement can you use to show the length of the whale read is true and keep hands down if shark? false. Whoever is correct takes one step ✧✧ Do a comparison exercise between forward. whale sharks and other animals using the 4. The first student(s) to make it to the end of measuring tools. the tape will be crowned the whale shark ✧✧ As an alternative to group activity, trivia king/queen. questions can be used individually or in buddy teams.

The ocean makes our planet habitable.

Coral are living animals. We want to look at them but not touch.

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WHALE SHARK TRIVIA Trivia Question TRUE / FALSE Discussion Points A whale shark is a fish. TRUE What makes a fish, a fish?

Whale sharks are the biggest Blue whales are the largest animal in the sea, TRUE fish in the ocean. but whale sharks are the largest fish.

Like other whales, the whale Whale sharks only live in water, breathe with FALSE shark is a mammal. gills, have fins to swim, and are ectotherms.

They have special apparatus called gill rakers Although whale sharks have teeth, TRUE that allow them to strain food from the water, they do not use them for feeding. a technique known as filter feeding.

Just like most animals, the whale FALSE Like all sharks, their skeleton is made of cartilage. shark has a skeleton made of bone.

Whale sharks are large, so Known as gentle giants, there has never been a FALSE are dangerous to humans. reported case of a whale shark attacking a human.

Remoras are fish often Remoras are sucker fish latching on to other animals. TRUE accompanying sharks. Scientists believe they feed on scraps of other fish.

Whale sharks breathe air They breathe through gills as other fish FALSE just like whales do. do. Whale sharks have five sets of gills.

Like great white sharks, whale sharks eat seals and FALSE They eat plankton, small fish, and squid. other marine mammals. All whale sharks have white Whale sharks have unique spot patterns and spot patterns on their bodies TRUE helps them camouflage in the open ocean. similar to polka dots. Spots on whale sharks are Every whale shark pattern is unique. Whale sharks unique to each individual as a TRUE fingerprint is where their ventral fin meets their body. fingerprint is to a human. There are plenty of whale sharks Research shows that the population is in decline, in the ocean and we do not need FALSE and because they are slow to produce offspring, to worry about fishing for them. we must protect whale sharks from overfishing. In many parts of the world, whale Some of these occur in Australia, Mexico, sharks are considered so special TRUE and parts of Southeast Asia. festivals are held in their honor.

A whale shark’s mouth may FALSE They are closer to 4 to 6 ft. be twenty feet wide!

They are sought after for the delicacy known as shark People hunt whale TRUE fin soup. Please raise your voices and say no to sharks for their fins. illegal shark fin trading! Stop eating shark fin soup!

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CLASSROOM ACTIVITY STATION H2 (Continued) WHALE SHARK TRIVIA

Extension Ideas Notes »»Have students lay head to toe along the line, and see how many students it takes to create the length of a whale shark. Have the students stand with their arms extended to the side fingertip to fingertip to show the different lengths of whale sharks too. There are different size whale sharks because as they age, they grow. Have students measure a whale shark that is 20, 30, 40, 50 and 60 feet long.

»»Ask students to research and create their own trivia questions and answers about whale sharks. Have them work in buddy teams and exchange quizzes. Do they have any questions about whale sharks they could not find an answer to?

»»Challenge students to incorporate some of their favorite facts into sentences or a story about whale sharks. Completed writing can be added to the “Who Lives In The Sea” journal.

»»Create an acrostic poem using the words “whale shark”. Completed writing can be added to the “Who Lives In The Sea” journal.

Sea level changes as ice caps on land melt or grow.

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NOTES

______

______Astronauts learn how to scuba dive so they can understand zero gravity. ______

______

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CLASSROOM ACTIVITY STATION H3 HOW DO THE WHALE SHARKS EAT? Overview Students will learn about how whale sharks filter food from the water with specialized feeding apparatus called gill rakers. Students will hypothesize and make predictions about which tools are most effective at simulating the act of filter feeding. Participation in this activity will acquaint students with the scientific method of inquiry, and provide a platform to practice deductive reasoning, logic, and analytic skill.

Materials: Bowls, water, rice or noodles, fishnets, spoons, strips of nylon (from panty hose), graduated cylinders, timers

Talking Points Lesson Procedure ✧✧ Discuss and make a list with students of all 1. Prepare stations with three bowls half filled the different ways animals hunt for food in with water, equal amounts of rice or noodles, the ocean. How do whale sharks feed? and the three feeding tools.

✧✧ Whale sharks filter food from the water by 2. Using Whale Shark Mouth activity sheet have using specialized structures in their gills that students hypothesize and make predictions function like a sieve called gill rakers. Whale about which mouth tool will work best to sharks swim through the water, opening their simulate filter feeding, and then test each mouths. Water passes over their gills and the tool in turn to see whether their predictions gill rakers filter out the food. Although whale were correct. sharks have 300 tiny teeth in their mouth, 3. Arrange students into buddy teams, and scientists are not sure what they are used for, instruct them to test each feeding tool for 30 but it is not for feeding. seconds.

Q: Whale sharks eat plankton, which are animals 4. At the completion of 30 seconds, students and plants that drift in the water, small fish, will measure the amount caught and and squid. Tides, weather, and currents affect collected in the graduated cylinders to see water flow and therefore plankton availability which feeding tool was most effective. and distribution. How does this affect whale sharks?

✧✧ Have students compare and contrast a variety of animals mouths and teeth. What Although the ocean is large, it is can we observe about animals from the finite and resources are limited! shapes of their mouths and teeth? Good We need to protect the sea. scientists always make observations first, then do studies to find a conclusion.

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CLASSROOM ACTIVITY STATION H3 (Continued) HOW DO THE WHALE SHARKS EAT? Extension Ideas Notes »»Ask students to create a bar graph to represent the results of their experiment.

»»Ask students to write a scientific explanation of their predictions in their journals. Have them include the hypothesis, experiment and the conclusion. Compare results. Did results differ? If so, why?

»»Encourage students to imagine they are scuba divers wanting to dive with whale sharks. Have them plan their trip. Where will they go. What will they bring? How will they get there? Will they leave the country? What will they need? Encourage them to be creative and thorough. It would be horrible to travel thousands of miles to see these animals and they go during the wrong month while the whale sharks are migrating!

Erosion is the wearing away of rocks, soil, shells and other earth materials and features.

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CLASSROOM ACTIVITY STATION H4 SPOT ME! Overview Students will have an opportunity to practice rounding numbers as they search for pairs in the spots of a whale shark. Participation in this activity will provide students with a chance to work on recognizing number patterns, and rounding.

Materials: “Spot Me” activity, pencils, crayons

Talking Points Lesson Procedure ✧✧ Discuss the importance of understanding 1. Photocopy and provide each student with a numbers. Why are they important in our copy of “Spot Me”. lives? What do we need numbers for? 2. Ask students to work independently or in ✧✧ Can you think of ways numbers are used buddy teams to complete the “Spot Me” in clothing? Recipes for cooking? Linen for activity. beds? Television sets? Computers? Spend 3. Instruct students to find the circles with time brainstorming with students all of the numbers that are even hundreds, and draw different ways numbers are important in our a line to connect them to the number that society. is closest to it by way of rounding. Once pairs are identified, they can be filled in with matching colors for emphasis.

4. Completed worksheets can be added to the “Who Lives In The Sea” journal.

The ocean provides us with food, water and oxygen. We need a clean ocean.

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CLASSROOM ACTIVITY STATION H4 (Continued) SPOT ME!

Extension Ideas Notes »»Ask students to choose number pairs on the sheet and identify how many numbers are missing between them, and/or whether they can be represented by multiples (twos, fives etc.).

»»Give students a template of a whale shark on a board or heavier stock of paper. Have students place a piece of white blank paper over it. Challenge them to create an entire whale shark dot to dot with numbers going from 1 to 100. Copy it and exchange with their buddy team. Does it work? Do the same using 10 to 1000 and multiples of 10. Are there more dots or the same amount? Have fun and get creative with this! Add more animals or number combinations to the mix.

Scuba diving teaches us the unbelievable is real! The underwater world is amazing!

We get to use lots of different equipment when scuba diving!

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CLASSROOM ACTIVITY STATION H5 WHALE SHARK FESTIVAL Overview Students will use facts and information about whale sharks to create a schedule of events for a whale shark festival. Participation in this activity will provide students with an opportunity to learn about timeframes, scheduling, organization, and cooperation.

Materials: Paper, pencils, whale shark outline, other materials as needed

Talking Points Lesson Procedure ✧✧ Whale sharks are so special they 1. Ask students why they think it is important to have are honored with festivals in whale sharks in the ocean, and record the student’s many parts of the world. Some thoughts on a board. Adding the student’s initials to of those places include Australia, their ideas is a good confidence boost. Mexico, and Southeast Asia. 2. Explain for all of the reasons students came up with, ✧✧ In many Pacific cultures sharks the class will work together to plan a whale shark are spiritually important sacred festival. religious creatures. People create 3. Break students into buddy teams to brainstorm and list art, dances, songs, and stories what kinds of events they would like to have at their about them. festival (dancing, singing, crafts, music, food, etc.) ✧ ✧ Whale sharks are starting to 4. Once buddy teams have completed the list, write ideas disappear because people are on a board for everyone to see. Have class vote for the hunting them for food and other top ideas they would like to have at the festival. products like their fins to make soup, and their skin to make 5. Assign a timeframe in which students will be able to leather. put on their festival (an hour, 45 minutes, etc.) 6. As a class, or in teams, design a proposed schedule for the selected events and if needed, map an arrangement for stations around the room.

Make a checklist to keep yourself 7. Break the group back into buddy teams to work on organized before and after scuba developing the different events, develop a timeline diving. for the activities/presentations, and create invites to distribute to other classes if desired. Have students create a program about their Whale Shark Festival.

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CLASSROOM ACTIVITY STATION H5 (Continued) WHALE SHARK FESTIVAL

Extension Ideas Notes »»Work with students to make a class whale shark song to perform for others.

»»Ask them to imagine they are Pacific Islanders calling the sharks to their shores. You can use the templates and instructions provided at the end of this lesson to help students make shark shakers.

»»See if your students can make up a special shark dance. You can use the Ocean Song to inspire movements.

»»As a class, make storyboards and posters to post in the school halls, library, or other common area about why we need to protect sharks.

Sound travels faster underwater than in air. We can hear animals underwater.

Scuba divers and scientists want to protect our ocean. We need your help too.

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CLASSROOM ACTIVITY STATION H6 BOOK STALL Character Education: Overview PERSEVERANCE Students will build independent reading strategies and “Do not live in the shadow of improve literacy by examining supplemental materials. your dreams. Our world awaits Providing a reading or computer area where students can your exploration.” research and expand on the subject of the unit will also help develop vocabulary and increase language skills. Fine Art Prints, posters, greeting cards and other products are available to decorate Materials: Books suggested reading list provided in this your classroom or school lesson plan while inspiring your students with real ocean animals and environmental scenes. Lesson Procedure: Character Education Have students find Darwin Arch PERSEVERANCE in the Galapagos Islands on a 1. Provide each student with a paper cut-out of a whale world map. What country are the shark. Have students think of something that is islands a part of? Have students challenging for them to do or learn. Have students write plan an expedition to Darwin down three things that challenge them on the back. Island. How would they get How can they persevere and overcome this challenge? there? Have them journal about Students can write about steps they would take to their expedition. PERSEVERE, accomplish this task and/or illustrate to show Whale shark and underwater what they would look like when they PERSEVERE through photographer, Galapagos the challenge. Visualization is a great exercise. Having students visualize their success in overcoming obstacles is essential to their growth. Then having them write it down or illustrate makes it permanent. Hang these in an area they can see everyday!

If you breathe fast, you move fast and become bubble blowing monsters.

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Book Suggestions Soundprints, 1999. Ages 4-8

These selections align closely with the lesson. »»Marston, Hope Irvin. Wings in the Water: The Story of a Manta Ray. Illus. Steven Petruccio. »»Harman, Amanda. Sharks (Endangered). Salt Lake Soundprints, 1998. Ages 9-12 City, Utah, Benchmark Books, 1996. Print. Ages »»McBarnet, Gill. The Shark Who Learned a Lesson. 9-12. Puunene, Hawaii: Ruwanga Trading, 1990. Grades »»Clarke, Catriona. Sharks. Usborne Beginners. K – 2. Print. London: Usborne, 1997. Print. Grades K – 1. »»Rustad, Martha. Rays. Ocean Life. Rocheport, »»Coldiron, Deborah. Sharks. Underwater World. Missouri: Pebble Books, 2009. Grades 1 – 2. Edina, Minnesota: ABDO Publishing, 2008. Print. »»Simon, Seymour. Sharks. New York: Collins, 2006. Grades 1 – 2. Print. Grades 2 - 3. »»Lingemann, Linda. Survival in the Sea: The Story »»Zoehfeld, Kathleen Widner. Great White of a Hammerhead Shark. Illus. Stephen Marchesi. Shark: Ruler of the Sea. Illus. Steven Petruccio. Soundprints, 1005. Ages 4-8.

Closure and Follow Up Plan for Independent Practice ✧✧ Once students have experienced »»Ask students to write a reflection about what they learned during the lesson about whale sharks. What did the learning stations, reflect with the they like or dislike about the lesson, what skills did they class on how much knowledge has practice, and why are the things they learned important? been gathered about whale sharks, Completed writings can be added to the “Who Lives In and correct any previous incorrect The Sea” journal. statements with new facts. »»Use various musical instruments to make up whale shark ✧✧ Take a moment to reflect with students festival music. Decorate “Save the Whale Shark” t-shirts with fabric paint. Invite other classes to attend your about the fact there are whale shark classroom whale shark festival. conservation festivals all around the world. Ask students why they think »»Select stories from the suggested reading list to read as a conservation is important? Ask what class or for self-study. kinds of things they would do if they »»Review the word PERSEVERANCE with students and were in charge of making a whale shark discuss how it relates to their character. Encourage them festival and what they would want to use their imagination and make a list of how your students PERSEVERE and never give up. By doing this people to learn from it. exercise you will learn some of your students fears and ✧✧ Review the character education how you can help them eliminate fears with knowledge and PERSEVERENCE! Children who play team sports word, PERSEVERANCE. Discuss how often learn how to PERSEVERE, but even with team students used this in their activity sports some children give up. We want all children to stations. Was anyone challenged by have the tools to understand there will be challenges in any of the activities? If so, why? Have life, but that they can do anything they set their minds to them express their challenges and do. Help them understand what we think affects what we how they worked together towards a say and do! solution. »»Work on distinguishing animals into groups found in the animal kingdom.

304 www.AnnieCrawley.com 1st to 3rd Grade DVD TRANSCRIPT THE LARGEST FISH IN THE OCEAN: WHALE SHARKS

Look into the blue…a shadow, a shape, what do you think you see?

Whales are mammals; they have warm blood and breathe air.

The animal you see lives in the ocean, has 5 really big gills, has skin and fins…

You are correct if you guessed…this is a fish. A GIGANTIC fish!

Whale Sharks are the largest FISH in the ocean. They grow up to 60 feet long and eat animals you can’t even see…plankton. Although these fish are sharks, they have very, very small teeth that they don’t even use. Their mouths open and they simply suck in water and filter out teeny tiny plants and animals to eat. The plants and animals are so small you would not know they are there.

Can you see the spots and markings all over her body? Each animal’s marks are different and we can tell them apart from the designs. This makes each animal unique. Just like every single person looks different, every single whale shark is different.

What makes you unique? What makes you different? Is it the color of your hair or the shape of your nose?

What else can you see on this fish?

Can you see the remoras? They use their suckers and stick onto the whale sharks skin.

Look into the blue…now you know what you see…a shadow, a shape…a whale shark…the largest fish in the sea!

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Go Blue! Ocean Annie Wants to Know About Your Go Blue Initiatives! We want to hear from you! How did our GO BLUE environmental tips help your home, class, or community? Were you able to create a local or global initiative? Did you meet Ocean Annie’s challenge and make your school and homes a no single use zone? What ways were you successful in reducing the amount of waste you create? We want to be able to share your positive environmental initiatives and celebrate your BLUEMIND thinking. Send us your story. We can publish on our website, newsletter, through magazines, and share with others. Please include images, video or artwork!

If you are interested in following Annie Crawley to locations around the world in real time, register your class or summer program by sending an email to Annie@ AnnieCrawley.com She is also available to speak at schools around the world. Dive Into Your Imagination is working on developing relationships between schools around the world, let us know if you are interested in other initiatives.

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As good citizens of the world, we want to live at one with nature and always support the health of our Ocean, by doing this, we GO BLUE and LIVE BLUE!

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Name Date H 2013 © Dive Into Your Imagination® Who Lives In The 307 Sea?www.OurOceanAndYou.com plankton perseverance scientist whale shark cartilage denticles filter feeding gill elasmobranch elasmobranchologist

308 H - A TREASURE CHEST OF WORDS Who Lives In The Sea? 2013 © Dive Into Your Imagination® www.AnnieCrawley.com Whale Sharks Munch-A-Bunch

Name Date

Directions: Listed below are words describing whale sharks. On the lines provided write words that rhyme with the bold word.

1. drift

2. float

3. shark

4. spots

5. ocean

2013 © Dive Into Your Imagination® Who Lives In The H1 - WHALE SHARKS MUNCH-A-BUNCH 2309 Sea?www.OurOceanAndYou.com 6. dwell

7. glide

OCEAN ANNIE SUPER SCUBA CHALLENGE On a separate piece of 8. swift paper, take each bold word and list all the different tenses and plural forms of each.

Example: drift, drifted, drifting, drifts. 9. large Do the same for all the words and if you are really up for the challenge, do the same for the rhyming words too!

10. swish

310 H1 - WHALE SHARKS MUNCH-A-BUNCH 2 Who Lives In The Sea? 2013 © Dive Into Your Imagination® www.AnnieCrawley.com Whale Shark Triva Questions

Name Date

1. A whale shark is a fish. 2. Whale sharks are the biggest fish in the ocean. 3. Like other whales, the whale shark is a mammal. 4. Although whale sharks have teeth, they do not use them for feeding. 5. Just like most animals, the whale shark has a skeleton made of bone. 6. Whale sharks are large therefore dangerous to humans. 7. Remoras are fish often accompanying sharks. 8. Whale sharks breathe air just like whales do. 9. Like great white sharks, whale sharks eat seals and other marine mammals. 10. All whale sharks have white spot patterns on their bodies similar to polka dots. 11. Spots on whale sharks are unique to each individual as a fingerprint is to a human. 12. There are plenty of whale sharks in the ocean and we do not need to worry about fishing for them. 13. In many parts of the world, whale sharks are considered so special festivals are held in their honor. 14. A whale shark’s mouth may be twenty feet wide! 15. People hunt whale sharks for their fins.

2013 © Dive Into Your Imagination® Who Lives In The H2 - WHALE SHARK TRIVIA 311 Sea?www.OurOceanAndYou.com Whale Shark Mouth

Name Date

Directions: At each station there are three tools that can be used to simulate filter feeding techniques including; fishnets, spoons, and strips of nylon (from panty hose)

The rice or noodles in the bowl represent plankton. Plankton is comprised of phytoplankton and zooplankton. Although some plankton can barely be seen, other plankton can be quite large like jellyfish.

1. Which of the three mouth tools do you think will be most effectivefor catching plankton and why?

2. Which of the three mouth tools do you think will be least effectivefor catching plankton and why?

3. For thirty seconds use the fish net and catch as much plankton as you can. Pour plankton into the graduated cylinder as you go along. How much plankton did you cath?

4. Repeat the process using a spoon. How much plankton (rice) did you catch?

312 H3 - WHALE SHARK MOUTH Who Lives In The Sea? 2013 © Dive Into Your Imagination® www.AnnieCrawley.com 5. Repeat the process using nylon. How much plankton (rice) did you catch?

6. Which tool was most effective at catching the plankton and why?

7. Which tool was least effective at catching the plankton and why?

8. What kind of sharks do you think eats plankton?

OCEAN ANNIE SUPER SCUBA CHALLENGE

2013 © Dive Into Your Imagination® Who Lives In The H3 - WHALE SHARK MOUTH313 Sea?www.OurOceanAndYou.com Directions: Name Find and color in all of the spots on whale shark containing numbers that are even. 15 Date 26 48 45 Spot Me! 33 12 3 8 42 21 30

48 18

314 H4 - SPOT ME - FORM A Who Lives In The Sea? 2013 © Dive Into Your Imagination® www.AnnieCrawley.com Example: Remember, find each even number, draw a line that connects it to the dot containing number is closest rounding by five. Directions: Name A dot containing the number 2 gets colored in, and a line connects to the dot containing 5. Find and color in all of the spots on whale shark containing numbers that are even and color them in. As you when rounding by 5, numbers from 0-4 round up to 5, and numbers from 6-9 round up to tens. 42 8 Date 25 18 10 Spot Me! 30 45 50 48 12 26 34 15 22 20 35

2013 © Dive Into Your Imagination® Who Lives In The H4 - SPOT ME - FORM B315 Sea?www.OurOceanAndYou.com 316 H5 AND H6 WHALE SHARK TEMPLATE Who Lives In The Sea? 2013 © Dive Into Your Imagination® www.AnnieCrawley.com 2013 © Dive Into Your Imagination® Who Lives In The WHALE SHARK 317 Sea?www.OurOceanAndYou.com Directions: Name Color in your unique whale shark and add the food it eats. Date Whale Shark Feeding

318 H4 - FILTER FEEDING - WHALE SHARK Who Lives In The Sea? 2013 © Dive Into Your Imagination® www.AnnieCrawley.com 2013 © Dive Into Your Imagination® Who Lives In The FILTER FEEDING - PLANKTON SAMPLES - 1319 Sea?www.OurOceanAndYou.com 320 FILTER FEEDING - PLANKTON SAMPLES - 2 Who Lives In The Sea? 2013 © Dive Into Your Imagination® www.AnnieCrawley.com 60 feet

WHALE SHARK 60 feet 50 feet 40 feet 30 feet GREAT WHITE SHARK - 20 feet 20 feet MAKO or REEF SHARK - 8 feet 10 COOKIE CUTTER SHARK - 17 to 22 inches feet 0 feet

2013 © Dive Into Your Imagination® Who Lives In The SHARK LENGTH COMPARISON CHART321 Sea?www.OurOceanAndYou.com Great White Shark

Thresher Shark

Saw Shark

Cookie Cutter Shark

Basking Shark

Hammerhead Shark

Mako Shark

Angel Shark

Horn Shark

Sand Tiger Shark

Wobbegong Shark

Name Date

Today I learned...

Name Date

Today I learned...

326 Who Lives In The Sea? 2013 © Dive Into Your Imagination® www.AnnieCrawley.com F5 - TICKLY TENTACLES FORM A FORM B FORM C 1. 24 1. 18 1. 18 2. 24 2. 20 2. 20 3. 48 3. 12 3. 36 4. 6 4. 10 4. 54 5. 22 5. 20 5. 30 6. 24 6. 42 OCEAN ANNIE SUPER SCUBA 7. 30 7. 40 CHALLENGE

The coral polyps have more OCEAN ANNIE SUPER SCUBA OCEAN ANNIE SUPER SCUBA because there are two with six CHALLENGE CHALLENGE each which is twelve. Twelve is more than eight. Octopuses have more because Octopuses would have forty they have 32 arms all together arms which is less than 48 while the coal polyps only tentacles on the polyps. have 30 tentacles.

G2 - BIRDS MAY WORD PLAY 1. eye 2. yolk 3. weak 4. their 5. weigh 6. air 7. arc 8. fowl 9. grown 10. raise

2013 © Dive Into Your Imagination® www.OurOceanAndYou.com 345 G4 - WING IT 1. Horned Puffin 2. Wandering Albatross 3. Great Cormorant & Blue Footed Booby 4. Horned Puffin 5. Emperor Penguin 6. Wandering Albatross 7. No

H4 - SPOT ME - FORM A 8,18,26,30,42,12,48 21 48 18 8 30 45 42 12 3 48 33 26 15

SPOT ME - FORM B 8, 10 12, 15 15 20 35 50 18, 20 26 22 22, 25 10 34 26, 30 45 48 12 34, 35 18 42, 45 30 25 48, 50 42 8