Research Simulation Task – Sharks (middle school)
Part One: Resources
1. Non-Fiction Text (Lexile Level 1022): Guynup, S. (2001, May 7). “What do you know about SHARKS?” Science World, pp. 8-12. (article)
2. Multimedia: “Shark and Turtle,” “Unlikely Travel Companions,” & “Sharks and Fishermen” TOTAL time: 5 minutes and 12 seconds (videos)
3. Graphic Organizer: Main Idea – Video Analysis
4. Primary Document: John Singleton Copley,Watson and the Shark,1778. (art)
5. Graphic Organizer: Art Analysis Graphic Organizer
6. Primary Document: 1749-2012 Map of the Bahamas' and the Antilles' Confirmed Unprovoked Shark Attacks (map)
7. DBQ Rubric
Part Two: Lesson Overview with Activities
Note/Suggestion: Use art and map with Mimeo or Elmo (as opposed to the copy machine which would require color).
I: What do you know about SHARKS?
Text Coding:
Highlight examples from the text that support sharks being a vicious species.
Underline examples from the text that support sharks being intelligent creatures.
Guynup, S. “What do you know about SHARKS?” Science World. May, 2001, pp. 8-12. (article)
II: Videos “Shark and Turtle,” “Unlikely Travel Companions,” & “Sharks and Fishermen” (TOTAL time: 5 minutes and 12 seconds)
http://www.pbs.org/wnet/nature/lessons/symbiotic-strategies/video-segments/1496/
Directions: Students will complete the Main Idea - Video Analysis Graphic Organizer (see attached) as they watch the video.
Main Idea - Video Analysis
The Question I Am Answering Is….How do sharks interact with other living species?
Thinking Notes…
1.
2.
3.
4.
The Video is Mostly About…
Main Idea Video Analysis Instructions
The Question I Am Answering Is- This is an essential question posed by the teacher prior to watching the video. In this case, “How do sharks interact with other living species?” is the essential question. Note: this essential question can be changed and was merely one example of possible essential questions.
Thinking Notes- As students watch the video, students take “Thinking Notes” pertaining only to answering the video essential question. In the primary grades, this can be done on a sticky note. After watching the video, students can share their “Thinking Notes” with the class.
The Video Is Mostly About- After watching the video, students synthesize information to construct a main idea statement. In the primary grades, students analyze their “Thinking Notes” to construct the main idea. A strategy to increase the rigor is “Getting to the Gist”- students must construct a main idea statement in 10 words or less.
III: Primary Document: John Singleton Copley,Watson and the Shark,1778.
Directions: Students should work in small groups to analyze and discuss the art. Students should complete the Art Analysis Graphic Organizer (see attached).
Background Knowledge: The painting depicts Watson’s trauma at age fourteen of being a victim of a shark attack off Havana, Cuba, an experience that cost the former cabin boy his leg. Copley portrays the third – and ultimately successful – rescue attempt by nearby sailors, glorifying it as a story of salvation and spiritual rebirth. Again we see Copley striving to prove his talent: he renders the choppy sea somewhat translucent to show the viewer Watson’s nude and well-muscled body, a clear testimonial to Copley’s study of the classical statuary of ancient Greece and Rome. The underlying messages are lofty ones as well, with Copley perhaps referencing both Christ’s Resurrection as well as the renewal of the British Empire in the aftermath of the American Revolution, in the visual image of Watson emerging from the watery depths. Watson and the Shark solidified Copley’s career in Britain and ensured his election to the Royal Academy in 1779 after its exhibition. As Watson was a British Tory, however, Copley’s heroicized treatment of his patron angered many American critics and cost the artist some of his esteem back home.
Art Analysis Graphic Organizer
Description – tell what you see (the visual facts).Interpretation –
How does this art make you feel (emotional interpretation)?
What do you think this art MEANS (intellectual interpretation)?
Judgment –
Why does this work have intrinsic value or worth?
Is it beautiful…why or why not?
Does it convey an important social message…if so, what is it?
How does it make an insightful connection to something else you have learned?
Perspective / Take the perspective of one (or more) of the following, and analyze the piece from that point of view:
Artist –
Professor –
Environmentalist –
Journalist --
IV: Primary Document - 1749-2012 Map of the Bahamas' and the Antilles' Confirmed Unprovoked Shark Attacks (N=68)
Territory / TotalAttacks / Fatal
Attacks / Last
Fatality / Territory / Total
Attacks / Fatal
Attacks / Last
Fatality
Grand Bahama Is. / 5 / 0 / Cuba / 11 / 7 / 1931
Exuma / 2 / 0 / Puerto Rico / 10 / 2 / 1924
Andros / 3 / 0 / Virgin Is. / 4 / 2 / 1972
Bimini / 3 / 0 / Haiti / 4 / 1 / 1921
Abaco Is. / 6 / 0 / Dominican Republic / 2 / 2 / 1963
New Providence / 2 / 0 / Jamaica / 1 / 1 / 1922
Cay Sal Bank / 1 / 0 / Cayman Is. / 2 / 0
San Salvador / 1 / 0 / Netherland Antilles / 2 / 0
Turks and Caicos / 2 / 0 / Martinique / 1 / 0
Rum Cay Island / 1 / 0 / St. Martin / 1 / 0
Unspecified / 2 / 0 / Antigua / 1 / 0
BAHAMAS / 27 / 0 / ANTILLES / 40 / 15 / 1972
5 and above /
3 - 4 /
1 - 2 /
0
Part Three: Culminating Activity
Using information from all of the sources- text, videos, art, and map - students will write a cohesive essay. Students must either take the position that the shark is naturally a vicious species or that humans have created that perception. The student’s opinion must be supported with facts from the sources.
Research Simulation Task Essay Format
I. Introduction Paragraph
a. Context of the issue/your answer (background)
b. State the THESIS STATEMENT for your argument (a thesis statement is the statement I will prove throughout my writing)
II. Supporting Paragraphs -- as many (or as few) as it takes to prove your argument
a. In a complete thought, write a topic sentence with your reason (proof) for why your thesis is true (sub-thesis).
b. Develop the body. Each paragraph contains a set of related facts which support your thesis. Cite each document you use as evidence in parenthesis. Exact quotations (embedded text of words, phrases, or clauses from the document) should be used sparingly. Paraphrase instead and include an analysis of what it means.
III. Conclusion Paragraph
a. (paraphrase) Why is this event/issue important? What changes did it cause? How did it affect later events/people?
Research Simulation Task Rubric
(EXCEEDS) / All “3” PLUS:
ð Cites more than two items of textual evidence to support analysis
ð Makes explicit and/or inferential connections between ideas expressed in text(s) to other text(s) using textual evidence as support
Score Point 3
(MEETS) / ð Response provides as accurate analysis of what the text says explicitly.
ð Response provides an accurate analysis of what the text says inferentially.
ð Cites two items of textual evidence to support analysis
ð Shows accurate comprehension of ideas expressed in text(s)
Score Point 2
(PROGRESSING) / ð Includes 3 of the “Meets” criteria
(task may be repeated after re-teaching)
Score Point 1
(BEGINNING) / ð Includes 2 of the “Meets” criteria
(task may be repeated after re-teaching)
Score Point 0
(DOES NOT MEET) / ð Includes fewer than 2 of the “Meets” criteria
(task may be repeated after re-teaching)
Notes: