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Overview:
In this lesson, students will investigate the truth behind common myths about sharks and shark attacks. Students will learn why sharks are important members of the ecosystem. They will also consider the ways humans should modify their habits to account for the presence of sharks, particularly in popular beach areas. Students will conclude by writing letters explaining to family or friends why it is generally safe to take a beach vacation to Florida, despite recent news reports of shark attacks.
Connections to the Curriculum:
Geography, life sciences
Connections to the National Geography Standards:
Standard 14: "How human actions modify the physical environment"
Standard 15: "How physical systems affect human systems"
Standard 18: "How to apply geography to interpret the present and plan for the future"
Time:
Two to three hours
Materials Required:
- Computer with Internet access
- Writing materials
Objectives:
Students will
- read and answer questions about shark-related articles and Web sites describing shark conservation and scientific research;
- investigate the truth behind common myths about sharks; and
- write letters to friends or family explaining why they still plan to go on a (fictitious) trip to Florida even though shark attacks have been reported.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Ask students to describe their attitudes toward sharks. What are some positive and negative ideas that come to mind when they think of sharks? List their ideas on the board.
Development:
Ask students if they have heard about sharks in the news. They will probably say that they have heard stories of sharks attacking humans. Ask them if they ever hear other things about sharks in the news (e.g., where sharks live or how they mate and give birth). If so, what have they heard? Why do they think attacks on humans are the most commonly reported news stories about sharks?
Have students look at this map of shark attacks reported in the United States between 1670 and 2000. Ask them why they think Florida and California have had the highest number of shark attacks. (Hint: They should think about the ideal water temperatures for swimming and the locations of popular United States vacation destinations.)
Discuss the importance of conducting scientific research to learn about animals and ecosystems. In particular, ask students how careful research can help us separate the facts from the myths about animals. As students will see, there have been and continue to be numerous studies of sharks and their behaviors and habitats. Many shark researchers are trying to change the public's perception of sharks—not an easy task when shark attacks make front page news and so many people travel to Florida and California each year.
Have students go to the Crittercam Chronicles to see how researchers study shark behavior by attaching small cameras directly to the sharks. Students should read the introduction and the sections on sea turtles and sharks.
Have students look at the Tiger Sharks feature to see an example of how the Crittercam has been used on one of the world's most feared shark species. (Point out that the white shark, tiger shark, and bull shark account for most of the reported shark attacks worldwide.)
After students have spent ten or fifteen minutes browsing these sites, discuss the implications of this type of technology. How can it help us learn more about shark behaviors and habitats? How are researchers able to place a camera onto the body of a notoriously dangerous shark without being attacked?
As students have seen, scientists are busy researching sharks in their natural environments. Inform the class that scientific studies attempt to answer such questions as:
- Why are sharks an important part of the ecosystem?
- What threats exist to shark populations, and what is being done to help prevent shark populations from declining?
- Do sharks hunt people?
- What do sharks prefer to eat?
- Where do sharks tend to look for their meals?
- Why might sharks' eating habits sometimes draw them close to a popular swimming or surfing beach?
Have students, either in groups or individually, go to the Web sites below to look for answers to the questions listed above.
National Geographic: Shark Surfari! Online Quiz
CNN: Hundreds of Sharks Spotted Off Florida
CNN: Number of Shark Bites Not Unusual
PBS: Shark Attack!
Shark Myths
WildAid: Shark Conservation Program
Closing:
Discuss students' answers as a class. What did they learn that surprised them? Do they fear sharks less than they did before this lesson? What would they like to explore further?
Suggested Student Assessment:
Present students with this scenario:
Your family is planning a fun vacation to the Atlantic coast of Florida. Unfortunately, there has just been news of a bull shark attack at the beach where you are planning to stay.
There is no way your family is going to cancel the trip—you have all been looking forward to it for a year. However, your parents have decided that no one will go to the beach. Instead, you'll spend your time at the library and the antique market. As if this weren't bad enough, one of your more cranky relatives has recommended that your family go on an illegal hunting expedition to eliminate the problem—by killing sharks!
Have students write a letter or e-mail to their parents and cranky relative to convince them that they do not need to avoid the beach entirely and that sharks should not be hunted. Ask them to use the knowledge they have gained in this lesson and specific examples from their shark research.
Extending the Lesson:
Have students design research projects that could make use of the Crittercam to study sharks. Projects should include a hypothesis (e.g., "Tiger sharks prefer to hunt closer to the water's surface when it's dark, and deeper under the water during the day.") They should list the procedures they would use, including how they would attach the Crittercam to the shark and what measures they take to keep themselves safe during the study.
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