Format
- Introduction and Prior Knowledge: Learners are invited to share what they know about sharks, what they’ve observed in nature, and what they are curious to learn about ocean life and women in science.
- Segment 1 – Story Time: We read Swimming With Sharks: The Daring Discoveries of Eugenie Clark together. As the story unfolds, learners practice comprehension skills through guided discussion, explore biography as a genre, and connect to themes of curiosity, perseverance, and discovery.
- Segment 2 – Shark Science: After the story, we explore shark adaptations and diversity. Learners complete hands-on activities such as the Shark Parts activity sheet.
- Segment 3 – Questions and Answers: We conclude with a live, educator-led Q&A about sharks, Dr. Eugenie Clark’s legacy, and how Mote scientists study and care for marine life today.
Objectives
- Observe and describe the physical features, adaptations, and behaviors of sharks.
- Compare shark species and their adaptations to other marine animals, highlighting similarities and differences.
- Engage in a discussion about ocean habitats, shark diversity, and the role of women in science, with a focus on Dr. Eugenie Clark’s pioneering career.
- Develop literacy, reading comprehension, and confidence in asking science-related questions through journaling, interactive discussion, and activities such as the Shark Parts anatomy exercise and photo identification game.
Standards Alignment
National Standards
CCSS.ELA-LITERACY.1.RI.1 -- Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.1.RL.5 -- Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
CCSS.ELA-LITERACY.2.RI.1 -- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.3.RF.3b -- Decode words with common Latin suffixes.
CCSS.ELA-LITERACY.3.RL.1 -- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.3.RL.4 -- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-LITERACY.4.RI.1 -- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.K.RI.1 -- With prompting and support, ask and answer questions about key details in a text.
ESS3C 3-5 -- Human impacts on Earth systems
ESS3C K-2 -- Human impacts on Earth systems
LS1A 3-5 -- Structure and function
LS1A K-2 -- Structure and function
LS2A 3-5 -- Interdependent relationships in ecosystems
LS2A K-2 -- Interdependent relationships in ecosystems
LS2C 3-5 -- Ecosystem dynamics, functioning, and resilience
LS3A 3-5 -- Inheritance of traits
LS3A K-2 -- Inheritance of traits
- SDG14 - Life Below Water
- Ocean Literacy Principle #5
State Standards
Florida Next Generation Sunshine State Standards (NGSSS)- SC.K.L.14.3 – Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. Application: Learners compare sharks to other ocean animals by observing fins, gills, teeth, and behaviors.
- SC.1.L.14.1 – Make observations of living things and their environment using the five senses. Application: Learners explore shark body parts and senses (e.g., smell, sight, electroreception) and how they help sharks survive.
- SC.2.L.17.1 – Compare and contrast the basic needs that all living things, including humans, have for survival. Application: Learners compare shark needs (oxygen from water, sleep, food, habitat) with those of humans.
- SC.3.L.15.1 – Classify animals into major groups according to their physical characteristics and behaviors. Application: Learners classify sharks as fish and compare their traits to other fish or marine animals.
- SC.4.L.17.4 – Recognize ways plants and animals, including humans, can impact the environment. Application: Learners explore how humans have historically misunderstood sharks, how research like Eugenie Clark’s helped shift perceptions, and how people today can protect sharks and ocean habitats.
- SC.5.L.17.1 – Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments. Application: Learners identify specific shark adaptations and relate them to survival in different ocean habitats.