DESCRIPTION
Sharks are objects of myth and misconception, but are they as dangerous as people believe? Explores facts about
sharks, including their acute senses, how they hunt for food and swim, their physical characteristics, and their
weaknesses. Shows sharks in a feeding frenzy and notes they are elegant, essential predators in the ocean
ecosystem.
ACADEMIC STANDARDS
Subject Area: Science
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Standard: Knows about the diversity and unity that characterize life
§ Benchmark: Knows ways in which living things can be classified (e.g., taxonomic groups of plants,
animals, and fungi; groups based on the details of organisms' internal and external features; groups
based on functions served within an ecosystem such as producers, consumers, and decomposers)
(See Instructional Goal #1)
§ Benchmark: Knows that animals and plants have a great variety of body plans and internal structures
that serve specific functions for survival (e.g., digestive structures in vertebrates, invertebrates,
unicellular organisms, and plants) (See Instructional Goal #2)
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Standard: Understands how species depend on one another and on the environment for survival
§ Benchmark: Knows that organisms can react to internal and environmental stimuli through behavioral
response (e.g., plants have tissues and organs that react to light, water, and other stimuli; animals have
nervous systems that process and store information from the environment), which may be determined
by heredity or from past experience (See Instructional Goal #3)
Subject Area: Geography
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Standard: Understands the characteristics of ecosystems on the Earth’s surface
§ Benchmark: Understands the functions and dynamics of ecosystems (e.g., interdependence of flora
and fauna, the flow of energy and the cycling of energy, feeding levels and location of elements in the
food chain) (See Instructional Goal #5)
INSTRUCTIONAL GOALS
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To explain the classification of sharks as cartilaginous fish.
To provide descriptions of sharks’ physical characteristics, abilities, and keen senses.
To examine the behavior of sharks.
To correct misconceptions and myths about sharks.
To emphasize the sharks’ role in the ocean ecosystem.
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VOCABULARY
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myth
cartilaginous fish
swim bladder
buoyancy
pectoral fins
maneuverability
prey/predator
electrosensory system
misconception
nictitating membrane
countershading
ventral
dorsal
feeding frenzy
natural immunity
ecosystem
BEFORE SHOWING
1. Generate a list of information known about sharks. Accept all responses. Use the list for a review and
discussion after viewing the video.
2. Introduce the words myth and misconception. Predict which items from the list might not actually be true.
3. Review the concept of a food chain. Predict where sharks are in the ocean food chain.
DURING SHOWING
1. View the video more than once, with one showing uninterrupted.
2. Pause the video during the explanation of how sharks move in the water. Identify the pectoral fins that are
used for lift.
3. Pause the video during the countershading-camouflage explanation to identify the dorsal and ventral
surfaces of the shark.
4. During the discussion of why sharks attack surfers more often than swimmers, pause to point out the
similarities between the features on seals and those on surfers.
AFTER SHOWING
Discussion Items and Questions
1. In which oceans do sharks live? At what depth and temperature do they live?
2. How are sharks different from bony fish? What two other fish are in the same class as sharks? How do all
three deal with their buoyancy problems?
3. Why do sharks have to depend on surprise attack and their superior senses to capture prey?
4. Describe sharks’ superior senses.
5. Since sharks are at the top of the food chain, explain why they have camouflage. Describe how
countershading works.
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6. Like other large predators, sharks search for sick or injured prey. Explain how this is related to keeping
natural populations healthy.
7. Describe how predators maintain balance in the food chain.
8. Identify the two kinds of fish that are frequent traveling companions of sharks.
a. Why do they travel with sharks?
b. How does the remora help the shark?
9. Why do sharks attack surfers more often than swimmers?
10. Describe the behavior of sharks during a feeding frenzy.
11. What are scientists hoping to gain from shark research?
12. Discuss or debate whether sharks are ruthless, bloodthirsty animals or just simply animals trying to
survive.
Applications and Activities
1. Review the myths and misconceptions that were presented and corrected in the video. (See
INSTRUCTIONAL GRAPHICS.)
2. Review specific shark vocabulary. (See INSTRUCTIONAL GRAPHICS.)
3. Research information about ocean ecosystems, including sharks. Create a model of an ocean ecosystem.
Show how balance is achieved or destroyed.
4. Create a display or report comparing various shark species.
a. Identify where the species live.
b. Compare sizes of the various species.
c. Diagram a food chain for the species.
5. Experiment to discover how swim bladders control buoyancy in bony fish.
6. Research flight in birds and compare to locomotion in rays.
7. Sharks can detect a single drop of blood in one million gallons of water. Compute the three-dimensional
size of a million gallons of water.
8. Dissect a shark. Draw a diagram of the internal organs and cartilaginous skeleton.
9. Research and compare camouflaging methods of other animals in the ocean ecosystem.
10. Locate various film productions that include sharks. Discuss whether or not sharks are portrayed
accurately in the films. Defend the media’s right to portray sharks this way.
11. Research and report on the medical uses of shark cartilage. Justify the use of sharks for medical research.
12. Research shark attacks. Using a world map, plot recent shark attacks. Interpret the results. Compare
shark attack statistics to other accidental deaths.
INSTRUCTIONAL GRAPHICS
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SHARKS: MYTH OR TRUTH?
SHARK VOCABULARY
RELATED RESOURCES
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Captioned Media Program
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About Sharks #1941
Adaptations of Animals (Second Edition) #2348
Animals of a Living Reef #2550
Living and Growing #2622
Living Together #2623
What Is a Fish? #2339
What Is a Fish? #2645
World Wide Web
The following Web sites complement the contents of this guide; they were selected by professionals who have
experience in teaching deaf and hard of hearing students. Every effort was made to select accurate, educationally
relevant, and “kid-safe” sites. However, teachers should preview them before use. The U.S. Department of
Education, the National Association of the Deaf, and the Captioned Media Program do not endorse the sites and
are not responsible for their content.
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OCEAN OF KNOW http://www.oceanofk.org/home.html
This Bell Atlantic site for elementary through middle school ages has shark information, photos, drawings,
lessons for teachers, and other resources including videoconferencing information.
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HENRY F. MOLLET RESEARCH http://www.mbay.net/~mollet/Index.html
A large database of information about sharks and shark research from the Monterey Bay Aquarium. It
also has references to other research, aquariums, literature, and conservation issues.
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SHARK WEEK http://www.discovery.com/stories/nature/sharkweek/sharkweek.html
This Discovery Channel site has great photographs, including a live camera, information about many
different kinds of sharks, and a section called “Shark Realities” about fact or fiction issues.
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THE PELAGIC SHARK RESEARCH FOUNDATION http://www.pelagic.org
Sophisticated information about anatomy, evolution, and conservation. It includes many photographic
images with additional information about specific shark species.
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ISLAND OF THE SHARKS
http://www.pbs.org/wgbh/nova/sharks
Nova Online has detailed information about sharks. Look under Sharkmasters to find “Exploding Myths”
and “Ask the Expert.” Adventure to Cocos visits an island off the coast of Costa Rica.
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ZOOM SHARKS--ALL ABOUT SHARKS http://www.enchantedlearning.com/subjects/sharks/
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Comprehensive site covering anatomy, habitat, attacks, feeding frenzies, classifications, species
information, geologic time, and much more. Some classroom activities are included.
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