Diving into STEM with Oceanic Research Group Secondary Unit: Teaching STEM with Sharks Shark Senses: Teacher Resources Concepts: Adaptation, Senses, Shark biology Grade Level: 9 Estimated Time: Afterschool: 14 hours Classroom: 4 hours Overview: This lesson includes resources that feature shark senses including electrosensory ability, breathing, vision, hearing, smell and gender identification. Resources: Shark Academy - http://www.oceanicresearch.org/education/shark-academy/shark-academy.html

Introduction Objectives • To identify the various sensory organs of a shark; Sharks have existed in the ocean for millions of years. To understand them, it is important to understand how • To understand the mechanics of a shark’s sight, they learn about the world around them from their hearing, touch, electroreception, and senses. Shark senses overlap in some ways with those chemoreception; of humans, but sharks have also developed their own unique ways of exploring the world around them and • To understand how a shark’s senses help it to have seven senses. understand its environment; Many sharks can see almost 360 degrees around them but have blind spots directly in front and behind. In addition to vision, sharks use contrast to help them look for prey. This helps explain how sharks mistake humans on surfboards as prey. NGSS and Common Core Standards All fish have a lateral line of neuromasts asan Next Generation Science Standards additional sense. Vibrations in the water bend the hair From Molecules to Organisms: Structures and of the neuromasts causing the gel at the base of the hair Processes to bend and trigger the brain about what is happening around the fish. Sharks have an electroreception Ecosystems: Interactions, Energy, and Dynamics sense not found in other fish and have adapted the Heredity: Inheritance and Variation of Traits neuromasts to become electroreceptors calld Ampullae Biological Evolution: Unity and Diversity of Lorenzini located at the head and snout of the shark.

Common Core Standards Language Standards 6-12 Writing Standards 6-12

Secondary Unit Lesson 8 - Shark Senses: Teacher Resources - Page 1 Learn more at www.BlueWorldTV.com! Shark Senses Lesson: Teacher Resources Contents Section Page(s) Afterschool Est. Time Classroom Est. Time Shark Senses Lesson Summary 2 Detailed Learning Standard References 3 Science Notebook Framework 4 X 3.0 hr X 1.0 hr Shark Senses - Breathing 5 X 1.5 hr X 0.5 hr Shark Senses - Electrosensory 6 X 2.5 hr X 0.5 hr Shark Senses - Eyesight 7 X 1.5 hr X 0.5 hr Shark Senses - Hearing 8 X 1.5 hr X 0.5 hr Shark Senses - Gender 9 X 1.5 hr X 0.5 hr Shark Senses - Smell 10 X 1.5 hr X 0.5 hr Vocabulary Word Search 11 X 0.5 hr Vocabulary Crossword Puzzle 12 X 0.5 hr TOTAL TIME 14 hours 4 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 senses and adaptations. 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 8 - Shark Senses: 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-LS1-2. From Molecules to Organisms: Structures and Processes Develop and use a model to illustrate the hierarchical organiza- tion of interacting systems that provide specific functions within multicellular organisms. HS-LS2-8 Ecosystems: Interactions, Energy, and Dynamics Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. HS-LS3-2 Heredity: Inheritance and Variation of Traits Make and defend a claim based on evidence that inheritable genetic varia- tions may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) muta- tions caused by environmental factors HS-LS4-3 Biological Evolution: Unity and Diversity Apply concepts of statistics and probability to support explanations that organ- isms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

Common Core Standards Language Standards 6-12 Vocabulary Acquisition and Use L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Writing Standards 6-12 Text Types and Purposes W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

Secondary Unit Lesson 8 - Shark Senses: 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 8 - Shark Senses: Teacher Resources - Page 4 Learn more at www.BlueWorldTV.com! SHARK SENSES - Breathing VOCABULARY BOTTOM - the lowest point or part. DWELLING - a house, apartment, or other place of residence. EFFICIENT - achieving maximum productivity with minimum wasted effort or expense. FLATTEN - make or become flat or flatter. GILLS - the paired respiratory organ of fishes and some amphibians, by which oxygen is extracted from water flowing over surfaces within or attached to the walls of the pharynx. GULP - swallow (drink or food) quickly or in large mouthfuls, often Caribbean Reef Shark audibly. NOSTRILS - either of two external openings of the nasal cavity in vertebrates that admit air to the lungs and smells to the olfactory nerves PUMP - a mechanical device using suction or pressure to raise or move liquids, compress gases, or force air into inflatable objects such as tires. REST - cease work or movement in order to relax, refresh oneself, or recover strength. SPECIES - a group of living organisms consisting of similar individuals capable of exchanging genes or interbreeding.

IDIOMATIC LANGUAGE: USED TO (VERB) - made familiar with; accustomed to TAKE A REST - a period of time that you spend relaxing or sleeping after doing something tiring Previewing Background Knowledge & Check In Questions 1. How do we breathe? 2. Where is your nose? Mouth? Nostrils? Lungs? 3. What do we need to breathe? 4. What organs do we use to breathe? 5. What happens when we don’t have air or healthy lungs? 6. The word ventilate means to move air around, in the lungs, or an area. 7. What does it mean to ram something? 8. What do you think ram ventilation means? 9. What does obligatory mean? Viewing the Video

Watch the Shark Academy - How Do Sharks Breathe video - Length 2:13 https://www.youtube.com/embed/8bRIuf6EtsA

Post Viewing Questions 1. Which sharks must keep swimming at all times? 2. What happens to these sharks if they stop swimming? 3. Name some sharks that can rest on the bottom. 4. When these sharks rest- how are they breathing? 5. Which shark has spiracles, or nostrils, to breathe with? 6. Why does this shark breathe through the spiracle instead of the mouth? Secondary Unit Lesson 8 - Shark Senses: Teacher Resources - Page 5 Learn more at www.BlueWorldTV.com! SHARK SENSES - Electrosensory VOCABULARY 9 VOLT BATTERY - A rectangular battery with both terminals side by side at one end, designed to snap securely into place that is made up of 6 small batteries that look a bit like miniature AAA cells, arranged in a six pack formation and connected in series. AMPULLAE OF LORENZINI - special sensing organs called electroreceptors, forming a network of jelly-filled pores. They are mostly discussed as being found in cartilaginous fish ATTACK - an aggressive and violent action against a person or place. BEAT - a main accent or rhythmic unit in music or poetry BUMP - knock or run into someone or something, typically with a jolt. CONFUSED - unable to think clearly; bewildered. CURIOUS - eager to know or learn something FACE - the front part of a person’s head from the forehead to the chin, or the corresponding part in an animal. GENERATE - cause (something, especially an emotion or situation) to arise or come about HEART - a hollow muscular organ that pumps the blood through the circulatory system by rhythmic contraction and dilation. MUSCLES - a band or bundle of fibrous tissue in a human or animal body that has the ability to contract, producing movement in or maintaining the position of parts of the body. PORE - a minute opening in a surface, especially the skin or integument of an organism, through which gases, liquids, or microscopic particles can pass. SENSITIVE - quick to detect or respond to slight changes, signals, or influences. VIDEO CAMERA - a camera for recording images on videotape or for transmitting them to a monitor screen. WIRES - metal drawn out into the form of a thin flexible thread or rod.

IDIOMATIC LANGUAGE: OUT OF SIGHT - not visible; extremely good; excellent. Previewing Background Knowledge & Check In Questions 1. What are the 5 senses that a human has? 2. Which sense do humans rely on the most? 3. What do you think happens if a person does not have all five senses? 4. Do you think sharks have the same senses as humans?

Viewing the Video

Watch the Shark Academy - Electrosensory System video - Length 2:17 https://www.youtube.com/embed/q85_688UI5w

Post Viewing Questions 1. A shark has 2 more senses than humans. What are they? And what do they do? 2. Who discovered the shark’s pores that detect the electrical currents? 3. When was the discovery made? 4. How do you think this scientist discovered these pores so long ago? 5. Why do the sharks bump into Jonathan’s camera? Are they trying to attack him? Secondary Unit Lesson 8 - Shark Senses: Teacher Resources - Page 6 Learn more at www.BlueWorldTV.com! SHARK SENSES - Eyesight VOCABULARY ASSUME - suppose to be the case, without proof; take or begin to have (power or responsibility). ELECTROSENSORY - of or pertaining to the ability of a biological organism to perceive electrical impulses. INVESTIGATE - carry out a systematic or formal inquiry to discover and examine the facts of (an incident, allegation, etc.) so as to establish the truth. KEEN - having or showing eagerness or enthusiasm. Blue Shark NICTITATING MEMBRANES - a whitish or translucent membrane that forms an inner eyelid in birds, reptiles, and some mammals. It can be drawn across the eye to protect it from dust and keep it moist. SENSITIVITY - the quality or condition of being sensitive. PREY - an animal that is hunted and killed by another for food. SMELL - the faculty or power of perceiving odors or scents by means of the organs in the nose. TAPETUM LUCIDUM - is a layer of tissue in the eye of many vertebrates VISION - the faculty or state of being able to see; an experience of seeing someone or something in a dream or trance, or as a supernatural apparition.

IDIOMATIC LANGUAGE: A LONG TIME - existing, occurring, or continuing for a long period of time BY ACCIDENT - unintentionally; by chance. MAKING UP FOR SOMETHING - to provide something good, so that something bad seems less important

Previewing Background Knowledge & Check In Questions 1. How much do you know about your eyes? 2. Do you think sharks have good eyesight or bad eyesight? Why? 3. Do you think our eyes are similar to sharks? To other fish?

Eye anatomy terms: Research these terms and where they are located in the eye. CORNEA LENS PUPIL IRIS RODS CONES RETINA EYELID

Viewing the Video

Watch the Shark Academy - Shark Eyesight video - Length 2:29 https://www.youtube.com/embed/RSji6mc61Es

Post Viewing Questions 1. How is a cat’s eye similar to a shark’s eye? 2. Why do cats and sharks have eyes that glow when you shine a light at them? 3. How is a shark’s eye similar to a human’s eye? 4. What does a shark have that no other fish have? What is the term that Jonathan used? 5. Why do some people believe that sharks bite people by mistake? 6. Do sharks see color? What is the evidence? What colors do they see?

Secondary Unit Lesson 8 - Shark Senses: Teacher Resources - Page 7 Learn more at www.BlueWorldTV.com! SHARK SENSES - Hearing VOCABULARY

DETECT - discover or identify the presence or existence of. EXTERNAL - belonging to or forming the outer surface or structure of something. HAIRS - any of the fine threadlike strands growing from the skin of humans, mammals, and some other animals. INTERNAL - of or situated on the inside. LOW - of less than average height from top to bottom or to the top from the ground; below average in amount, extent, or intensity; small; in a low Great White Shark voice or at a low pitch. VIBRATION - an oscillation of the parts of a fluid or an elastic solid whose equilibrium has been disturbed, or of an electromagnetic wave.

Previewing Background Knowledge & Check In Questions 1. What are our five senses? 2. What do we use to hear sounds? 3. Do you think sharks can hear? Why or why not? 4. Do you think sharks have ears? 5. When people talk about sound, there are different “frequencies”. Do you know what frequencies are? 6. Is anyone familiar with dogs hearing higher sounds/tones than humans? 7. If sharks can hear, do you think they hear more like humans, or dogs, or neither? 8. What do you think a shark needs to hear in the ocean? ? Viewing the Video Watch the Shark Academy - Shark Hearing video - Length 2:01 https://www.youtube.com/embed/qOG6gk2Ufdw

Post Viewing Questions 1. Do shark have ears? Where are they? 2. Explain the Lateral Line System, how sharks hear things. 3. Do sharks hear higher or lower frequencies than humans? Dogs? 4. Are sharks the only ones to have a Lateral Line System? 5. Why do you think the Lateral Line System is in a straight line as opposed to the Ampullae of Lorenzini, which is scattered over a sharks nose?

Secondary Unit Lesson 8 - Shark Senses: Teacher Resources - Page 8 Learn more at www.BlueWorldTV.com! SHARK SENSES - Gender VOCABULARY CLASPERS - a pair of appendages under the abdomen of a male shark or ray, or at the end of the abdomen of a male insect, used to hold the female during copulation. FLAP - a piece of something thin, such as cloth, paper, or metal, hinged or attached only on one side, that covers an opening or hangs down from something. HIGHLY-TRAINED - that has received a lot of academic or physical training Scalloped Hammerhead Shark IDENTIFY - establish or indicate who or what (someone or something) is. MARINE BIOLOGIST - The scientific study of organisms living in or dependent on the oceans. PAUSE - a temporary stop in action or speech. PELVIC FIN - each of a pair of fins on the underside of a fish’s body, attached to the pelvic girdle and helping to control direction. PREGNANT - (of a woman or female animal) having a child or young developing in the uterus. TRICKY - (of a task, problem, or situation) requiring care and skill because it is difficult or awkward.

IDIOMATIC LANGUAGE: IN FACT - used to emphasize the truth of an assertion, especially one contrary to what might be expected or what has been asserted. PAY ATTENTION - To attend; to be attentive; to focus one’s attention. SLOW MOTION - the action of showing film or playing back video more slowly than it was made or recorded, so that the action appears slower than in real life. TRUST ME - a comment to rely upon or place confidence in someone

Previewing Background Knowledge & Check In Questions 1. How are male and female humans different? 2. What reproductive organs does a male have? What reproductive organs does a female have? 3. What does pregnant meant? 4. Do you think it would be difficult or easy to distinguish a male shark from a female shark?Why?

Viewing the Video

Watch the Shark Academy - Male versus Female video - Length 3:03 https://www.youtube.com/embed/TWBLi1M8pGg

Post Viewing Questions 1. How many claspers does a male shark have? 2. Was it difficult for you to identify if the shark was a male? 3. How many sharks did you identify correctly? (There were 7 examples) 4. Why do you think it would be important for Marine Biologists to know the gender of a shark?

Secondary Unit Lesson 8 - Shark Senses: Teacher Resources - Page 9 Learn more at www.BlueWorldTV.com! SHARK SENSES - Smell

VOCABULARY ACUTE - (of a bad, difficult, or unwelcome situation or phenomenon) present or experienced to a severe or intense degree. CHUM - a close friend; Shark bait composed of unwanted or useless fish parts. GENERAL - affecting or concerning all or most people, places, or things; widespread; a commander of an army, or an army officer of very high rank. INJURED - harmed, damaged, or impaired. LONG - measuring a great distance from end to end; lasting or taking a great amount of time. Basking Shark NOSTRILS - either of two external openings of the nasal cavity in vertebrates that admit air to the lungs and smells to the olfactory nerves. PREY - an animal that is hunted and killed by another for food. RANGE - the area of variation between upper and lower limits on a particular scale. VICINITY - the area near or surrounding a particular place.

Previewing Background Knowledge & Check In Questions 1. What part of your body do you use to smell? 2. Is smell important to humans? 3. What is your favorite scent? 4. Do humans use their sense of smell to survive? How? 5. Do you think sharks have a sense of smell like humans? Why or why not?

Viewing the Video

Watch the Shark Academy - Shark Smell video - Length 1:36 https://www.youtube.com/embed/vWMbEHy267o

Post Viewing Questions 1. What are the two terms for shark’s nostrils? 2. What is the difference between our nostrils and a shark’s nostrils? 3. How good is a shark’s sense of smell? What is the ratio that the sharks can smell blood? 4. How does a shark use his/her sense of smell exactly? Do they use it to hunt?

Secondary Unit Lesson 8 - Shark Senses: Teacher Resources - Page 10 Learn more at www.BlueWorldTV.com! Word Search: Shark Senses

ACUTE IDENTIFY PUMP ELECTROSENSORY INJURED SMELL FLAP KEEN TRICKY FLATTEN PAUSE VIBRATION GULP PORE VISION Secondary Unit Lesson 8 - Shark Senses: Teacher Resources - Page 11 Learn more at www.BlueWorldTV.com! Crossword Puzzle: Shark Senses

ASSUME EFFICIENT RANGE BUMP EXTERNAL REST CONFUSED GENERAL SPECIES CURIOUS GENERATE VICINITY DETECT INTERNAL

Secondary Unit Lesson 8 - Shark Senses: Teacher Resources - Page 12 Learn more at www.BlueWorldTV.com!