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Overview:
In this lesson, students will investigate sharks' importance to the ecosystem, recent shark attacks and legislation regarding shark feeding, and the geographical distribution of shark attacks in the United States. Students will write outlines for TV programs to educate the public about sharks.
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:
Three to four hours
Materials Required:
- Computer with Internet access
Objectives:
Students will
- discuss the white shark's role in the ecosystem;
- read and discuss articles about a recent shark attack and a ban on shark-feeding tours;
- analyze a map of reported shark attacks; and
- outline a TV special that could inform the public about sharks.
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:
Have students look at the biological profile of a white shark. Explain that, as they may already know, the white shark is responsible for more attacks on humans than any other shark species. (The white shark is the species featured in the movie Jaws.)
Have students look at the map to see the shark's geographical distribution. Then have them read the section under "Habitat." Finally, have them scroll down to the bottom of the page and read the sections entitled "Importance to Humans," "Dangers to Humans," and "Conservation."
Discuss the white shark's role in the ecosystem and the reasons why some people have proposed that it be a protected species. Were students aware of this side of the "shark story," or did they share the common belief that white sharks are a highly undesirable species?
Development:
Have students read the CNN news story, Boy Dies After Shark Attack.
Pose these questions to the class, and have students discuss their responses as a class or in small groups:
- Do you remember the series of shark attacks in the summer of 2001?
- According to this article, are shark attacks common?
- What does George Burgess, director of the International Shark Attack File, mean when he says that "certain people [will use] this to manipulate their own goals?"
- How do you think scientists might go about studying these shark attacks to find out whether sharks or people have changed their habits? If you were a shark researcher, what questions might you want to investigate after learning about the shark incidents of 2001?
Have students read another CNN article, Florida Panel Embraces Ban on Shark Feeding.
Ask them to explain why the Florida panel made this decision. What ecological argument did the commission use? Discuss the types of scientific research that could be done to verify this argument. What might researchers do to further investigate whether the Florida panel made a wise decision?
Have students go to the shark attack map. Ask them to answer these questions about the map:
- When were shark attacks first recorded?
- In which states does this map show there to be the greatest number of shark attacks?
- Why do you think these states would hold the "record" for numbers of attacks?
- Can you tell from this map whether sharks prefer to swim in the Gulf of Mexico or in the Atlantic? (Students should consider factors such as differences in population, numbers of tourists, water temperature, etc.)
- Click on Florida to see the state map. Daytona Beach, Boca Raton, and West Palm Beach are very popular beach resorts. Is this fact reflected on the map? (Possibly, given that the majority of shark attacks in Florida take place in the counties where these resorts are located.)
Closing:
Discuss the controversies surrounding shark attacks in recent years. Why are sharks important to the ecosystem? Why are shark attacks so readily reported in the news? What do students think is the public's overall perception of sharks?
Suggested Student Assessment:
Divide the class into small groups, and present them with this scenario:
Imagine that you have been given the go-ahead to produce a one-hour TV special that will cover the "real truth" about sharks and shark attacks. It will be broadcast on national TV and watched by all sorts of people (e.g., shark researchers, tourists, people who are afraid of the water, people who want to go on shark-feeding tours, and tour operators). Of course, you will want to make sure you provide accurate information about sharks.
Your goal will be to convince the viewing audience that
- sharks are important components of the ecosystem;
- scientists have learned a good deal about sharks and can separate the facts about sharks from the myths; and
- people can do specific things to minimize their chances of an unpleasant encounter with a shark.
Have groups use some or all of the Web sites below to find information for their programs.
National Geographic: Crittercam Chronicles
National Geographic: Tiger Sharks
National Geographic News: Are People Eating Sharks Out of Existence?
How to Avoid a Shark Attack
The International Shark Attack File
The Marine Safety Group
Mote Marine Laboratory
PBS: Island of the Sharks
PBS: Shark Attack!
Shark Myths
Shark Research Institute
Shark Tracking Research
Time: Summer of the Shark
WildAid: Shark Conservation Program
Ask students to write outlines for their programs. The outlines should include the following components:
- At least one use of the Crittercam
- An effort to separate myths from scientifically observed facts
- A world, U.S., or state map
- An illustration of how shark-tracking research has been used to learn about sharks
- Tips for wary swimmers and surfers (e.g. where and when to go, what to do if attacked)
- What should be done about shark-feeding tours
If time permits, have groups share their programs with the class, perhaps acting out a segment to show how it might actually appear on TV.
Extending the Lesson:
Have students continue their research into the pros and cons of shark-feeding tours, and hold a class debate on this issue. Or, have students write letters to their congressperson asking him or her to support or not support (depending on students' viewpoints) a bill that would ban shark-feeding tourism throughout the country.
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