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 as an 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