Classifying and Tracking Sharks – A 5E Lesson Plan
Teacher(s): Sherry Aglietti & Andrew (Paul) Batchelor
Subject / grade level: Classifying and Tracking Sharks - 7th Grade Life Science
Materials: technology, internet access, movie production or slideshow production programming
S7L1. Students will investigate the diversity of living organisms and how they can be compared scientifically.
a. Demonstrate the process for the development of a dichotomous key.
b. Classify organisms based on physical characteristics using a dichotomous key of the six kingdom system
(archaebacteria, eubacteria, protists, fungi, plants, and animals).
S7CS3. Students will have the computation and estimation skills necessary for analyzing data and following
scientific explanations.
d. Draw conclusions based on analyzed data.
S7CS4. Students will use tools and instruments for observing, measuring, and manipulating equipment and
materials in scientific activities.
a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword
files, and create simple files.
S7CS6. Students will communicate scientific ideas and activities clearly.
a. Write clear, step-by-step instructions for conducting particular scientific investigations, operating a piece of equipment,
or following a procedure.
c. Organize scientific information using appropriate simple tables, charts, and graphs, and identify relationships they
reveal.
Lesson objective(s):
-
Become familiar with classification system.
Become familiar with the vertebrate phylum Fish.
Using internet, maneuver comfortably within the “ocearch.org” website
Compare & contrast two different species of shark and draw conclusions based on travel pattern data that is
available using the Ocearch website.
Record data and create a presentation using iPad technology and apps.
Differentiation strategies to meet diverse learner needs:
Enrichment – this is an enrichment activity for all students. Once introduced to the website and project, students will be
able to choose their individual species, collect data and then choose how they would like to create the final product for
this project.
ENGAGEMENT
- Introduce fun fact – scientists once believed Great White sharks did not travel in the waters of the Gulf of
Mexico. Ask – How could we go about proving this theory?
- Using streaming video, students can watch shark week episode (2013, episode #2), “Return of Jaws.” This
episode walks the students through tracking technology, how it works and how it can help scientists learn more
about great white sharks, in their natural habitat.
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Classifying and Tracking Sharks – A 5E Lesson Plan
EXPLORATION
- Begin in a whole group setting – introduce the classification system (or review it). Discuss the animal kingdom,
phyla and classes that group animals according to characteristics.
- In pairs, students will explore the anatomy of sharks using the “Shark Dichotomous Key.” See Addendum #1
- Once students have successfully completed the shark dichotomous key activity, have them use their electronic
devices and become familiar with the website: http://www.ocearch.org/tracker/
EXPLANATION
- Teachers: Demonstrate how to navigate the ocearch website.
- Teachers: Using “Shark Tracking” outline, assign students (or let them chose) 2 different species of sharks to
track and research. See Addendum #2.
- Students: Will choose 2 different sharks that have been tagged – 2 different species. Collect the data required
from Addendum #2. Then research information about each of the shark species including: general
characteristics, habitat, food, unique characteristics about sharks in general.
ELABORATION
- Using technology, have students create a presentation for the specific sharks they have been tracking.
- Possible ideas for presentations: power point, keynote (iPads), CBB – Creative Book Builder
- If using CBB, students can create their own shark tracking book that will be published in iBooks.
- Students then will give an oral report using their presentation.
- Summary slides can be printed and displayed in the school’s hallway to demonstrate shark movement patterns
and territorial waters.
- Presentations can be given via video conference to younger audiences or to a Research Scientist.
EVALUATION
- Project presentations to peers/classmates and to distant schools via video conference.
- Create fun shark facts/quiz questions for a game to play with elementary school students during a video
conference.
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Classifying and Tracking Sharks – A 5E Lesson Plan
Addendum #1:
Classifying Sharks using a Dichotomous Key
A classification system is a way of separating a large group of closely related organisms into smaller
subgroups. With such a system, identification of an organism is easy. The scientific names of
organisms are based on the classification systems of living organisms.
To classify an organism, scientists often use a dichotomous key. A dichotomous key is a listing of
specific characteristics, such as structure and behavior, in such a way that an organism can be
identified through a process of elimination.
In this investigation, it is expected that you:
1) Use a key to identify 14 shark families.
2) Study the method used in phrasing statements in a key.
Procedure
1. Read sentences 1A and 1B of the key. Then study shark 1 in figure A for the characteristics
referred to in 1A and 1B. Follow the directions in these sentences and continue with this
process until a family name for Shark 1 is determined.
For example, if the shark has an anal fin, and its body is not kite shaped, following the
directions of 1A and go directly to sentence 2. If the shark lacks and anal fin or has a kite
shaped body, follow the directions of 1B and go to sentence 10.
2. Continue this process with each shark until all animals have been identified. Write the family
name on the line below each animal.
3. Use figure 1 as a guide to the anatomical features used in the key.
Figure 1 – Anatomy of a Shark
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Classifying and Tracking Sharks – A 5E Lesson Plan
Key to Shark Identification
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Classifying and Tracking Sharks – A 5E Lesson Plan
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Classifying and Tracking Sharks – A 5E Lesson Plan
Shark Answer Key
1. Skate
2. Thresher shark
3. Sawfish
4. Mako shark
5. Cat shark
6. Whale shark
7. Requiem shark
8. Dogfish
9. Sting Ray
10. Goblin shark
11. False Cat shark
12. Cow shark
13. Hammerhead shark
14. Manta Ray
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Classifying and Tracking Sharks – A 5E Lesson Plan
Addendum #2:
Shark Tracking
http://www.ocearch.org/tracker/
You will be tracking the movements of 2 different sharks. You need to choose those sharks and begin
collecting data on them. Use the guide below to help you.
1. Choose 2 sharks, write the name and the species of the sharks below:
My Sharks:
Name:
Species:
________________________________________________________________________________________
________________________________________________________________________________________
2. Statistics given for each shark on the website:
Shark #1 _________________
Shark #2 ____________________
Date Tagged: ____________________________________________________________________________
Location Tagged: ________________________________________________________________________
Length: _________________________________________________________________________________
Weight: _________________________________________________________________________________
Specifics about tagging:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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Classifying and Tracking Sharks – A 5E Lesson Plan
3. Species information: Gather general information about your species of shark. This is where you
would use google to find out as much as you can about sharks in general and then specifics about your
species. Take notes on your two species of sharks in the space below.
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Classifying and Tracking Sharks – A 5E Lesson Plan
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