1. SHARKS By Caitlin Becerra Kelly Follis

2. Standards 12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone). 12.A.3c Compare and contrast how different forms and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of plant cells and animal cells). 12.B.3a Identify and classify biotic and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy pyramid. 12.B.3b Compare and assess features of organisms for their adaptive, competitive and survival potential (e.g., appendages, reproductive rates, camouflage, defensive structures). 13.B.2e Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants). 13.B.2f Analyze how specific personal and societal choices that humans make affect local, regional and global ecosystems (e.g., lawn and garden care, mass transit).

3. Resources http://www.kidzone.ws/sharks/index.htm http://www.childrenoftheearth.org/shark- information-kids/interesting-facts-about-sharks- for-kids.htm http://www.childrenoftheearth.org/shark- information-kids/interesting-facts-about-sharks- for-kids.htm http://kids.nationalgeographic.com/kids/animals /creaturefeature/great-white-shark/ http://kids.nationalgeographic.com/kids/animals /creaturefeature/great-white-shark/ http://www.sharks-world.com/ http://www.sharkinformation.org/facts/ http://www.saveoursharks.com.au/Save_Our_Sh arks_-_Welcome.html http://www.saveoursharks.com.au/Save_Our_Sh arks_-_Welcome.html

4. Introduction You’ve recently been hired at the aquarium. Your main job is to inform the guests on sharks. Gather as much information as you can to inform everyone of the endangered species and what they can do to help!

5. Task Students will break up into groups of three to research the history of sharks, the types of sharks, and how to help save endangered sharks. Each group member will be given a special job. The students will then create a poster board with their findings.

6. Process Historian- will research the history of sharks. Specialist- will research fun facts about the specific species of shark they are assigned. Preventer- will research ways to help save endangered sharks.

7. Questions 1. Compare and contrast two different types of sharks. 2. How many different types of species of shark are there? Which one is your favorite? 3. How long have sharks been around? 4. What is the main cause of sharks being endangered? 5. What can people do to protect sharks? 6. Identify the largest and smallest species of shark.

8. Conclusion Congratulations on a successful first day at the aquarium! The guests loved your presentations and learned a lot. They said they would be returning soon to see what else you can teach them.

9. Extension Activities Research and present on other endangered aquatic animals. Write a book report on an aquatic animal. Make a diorama. Movie day. Go on an educational field trip to the aquarium and interview an employee.

10. Evaluation The end product of this lesson will be the poster board presentation of their shark findings. Teamwork, effort, and creativity will be evaluated as well.

11. References Disney nature- Oceans Sharkwater the movie Ocean Animals by Laura Evert Sharks! by Laurence Pringle and Meryl Hernderson Oceans: Dolphins, sharks, penguins, and more! By Johnna Rizzo and Sylvia A. Earle