Introduction |
| Anchor Video |
| Concept Map |
| Project Calendar |
| Lesson Plans |
Letter to Parents |
| Assessments |
| Resources |
Modifications |
| Grant |
Our shark unit begins with a lesson on shark anatomy in which the students get a hands-on look at each shark organ by dissecting baby dogfish. Once the students get a grasp of the anatomy of the shark than they can compare modern sharks to extinct sharks by looking at their fossils. This is done through the fossil project which has the teacher burying fossils and having the students dig them up and classifying them. By studying fossils and the modern anatomy of sharks, the students will also learn about the evolution of sharks. The final part of our shark unit is concentrated on conservation and the ecosystem. Students will learn about different habitats and interactions that different organisms have with one another. Students will address various problems in the environment to get further insight on the biodiversity problem especially the ones caused by humans, how the food web works, and discover the importance of conservation.
In the beginning of the conservation project a problem that could arise is that the students will not have any interest in conservation because they would not feel that it is not important and does not affect them. A hopeful solution is that once the students take the field trip to the conservation site and see with their own eyes the problem than their interest would increase.
RATIONALE
Over the past 100 years, there has been an exponential increase in
endangered species due to human enterprises. This has lead to a drastic
decrease in biodiversity, which negatively impacts many habitats throughout the world. Eric Chivian, the director of the Center of Health and the Global Environment spoke at the COHAB 2005 conference and said, “Do not underestimate me when I say that we are in deep, deep trouble.”
Biodiversity encompasses genetic diversity, species diversity, and ecosystem
diversity. The increasing loss of biodiversity includes the loss of species,
the loss of individual populations within a species, and the loss of genetic
variation within a species or population which leads to consequential loss of
ecological processes. With these various losses comes a reduction of
biodiversity and benefits to human kind. For example, as of today “most of our medicine (from common drugs to possible cures for cancers) come from plants, many of which are now endangered.” (Anup Shah) This illustrates how human exploitation of natural resources could negatively impact humans in the long run, overriding the short-term benefits.
This project will give students background information on evolution and speciation, and then let them apply this knowledge to the issue of conservation. By learning about how each species of shark has adapted to its specific niche, the students will see how each different organism plays an important role in the world’s food web. With their curiosity piqued, students will be more likely to enter universities focusing on science and also will become more educated voters.
Currently in the classroom students are learning about these topics, but not applying their knowledge to the area of conservation. This is a major issue affecting the world right now, and if it is not addressed there could be drastic consequences. Students will be introduced to the project with a guest speaker on conservation. They will then be allowed to play the role of conservationist themselves and realize how things that they do can make a positive or negative affect on their community.
EVALUATION PLAN
Our goal is to show the students how they can become involved in the
conservation effort and to increase their awareness and interest. We will be
able to assess the completion of these goals by seeing the students’ interest
in the conservation project and the field trip.
At the beginning of this unit we will give the students a questionnaire and ask
them what they think that conservation is, how they think they could become
involved, what impact they think they might be able to have etc. On the test
that concludes the unit, the students will be asked the same questions, and
will hopefully be able to provide much more insight and interest.
PROJECT CALENDER
Week One: Lesson on shark anatomy, shark dissection, evolution of sharks, and fossils.
Week Two: Research project on evolution of sharks and lecture on DNA.
Week Three: Lesson on natural selection and simulation, habitat, and conservation project.
Week Four:
BUDGET
-butcher paper ($5.00)
-computers with internet access
-field trip to conservation site($500)
-guest researcher/conservationist
-cast for fossils to be made
-plaster of paris
-4 sets of "excavation tools"
-4 locations where the "fossils" can be buried without being disturbed
-pictures of extinct sharks and modern sharks
-triple injected dogfish shark ($14 each)
-pins (10/box)
-glue($1 per glue)
-photocopies of 20 images of organisms
-markers ($2 per box)
-basic dissection kit($10/kit)