Being a Shark Scientist

Level:5-9 grade

Theme:Sharks

Description:This multi-part lesson allows students to explore the latest, shark-tracking technology (used by Mote Marine Laboratory scientists) to explore the fascinating world of juvenile shark ecology. The learning objectives use the excitement generated by these cool creatures to reinforce the basic skills and methods of conducting scientific research.

Objectives:

a.Students will use research materials and methods to accumulate background information on shark biology and ecology.

b.Students will interpret Shark Tracker data to explore shark ecology.

c.Students will hypothesize potential explanations for the observed data.

d.Students will synthesize an experiment to test their hypotheses about shark ecology.

SunshineState Standards:

Strand G. How living things interact with their environment.

Strand H. The nature of science.

Mote Research Connection: Center for Shark Research, SHARKTRACKER exhibit

Supplies:Shark Attack Facts and Shark Myth or Shark Fact?! sheets ( found in background information, computers with internet access, various shark reference books

Procedure:

  1. Ask students to make a list of everything they know about sharks.
  2. Collect student-generated “shark facts” in a list divided into three columns:

SHARK BIOLOGY / SHARK BEHAVIOR / SHARK HABITATS
Cartilage / Carnivores / Open water
Conveyor teeth / Eat fish, rays, birds, etc / Near shore
Live birth / Solitary / Rivers (bull sharks can live in fresh water)
No parenting / Estuaries
  1. Use the Shark Attack Factsand Shark Myth or Shark Fact?! sheets to help you and your students identify shark facts, and to provide a background for future questions.
  2. Explain that scientists study sharks using a variety of sampling methods and experiments. Ask students if they can think of ways scientists could study sharks? Catching them. Watching them in aquaria, tagging them.
  3. Go to the SHARKTRACKER web page on and show students the way that Dr. Michelle Heupel is studying sharks using a series of listening devices.
  4. Guide students to use the internet and library to find out which of their “facts” were actually myths, and to learn as much about sharks as they can because they are going to become shark scientists.
  5. Again, visit the SHARKTRACKER web page (or come to the aquarium and see the SHARKTRACKER exhibit) and follow the fate of several juvenile sharks that are tracked in a local bay.
  6. Develop each scenario with the students and have them hypothesize what they think happened to each shark. Have them defend their hypothesis with information they know about sharks.
  7. Repeat for each shark.
  8. Have each student (or student team) design an experiment that will help them test their hypotheses.

Background Information:

  1. Companion web page for the Shark Tracker Project:
  1. Mote SeaTrek shark curriculum:
  2. Other helpful websites:

MoteMarineLaboratory-Center for Shark Research

San DiegoNaturalHistoryMuseum

Enchanted Learning

FloridaMuseum of Natural History

National Geographic

NOVA: Shark Attack

DiscoverySchool’s Search for Ancient Sharks

Discovery Science Shark Week