Grades 3-5. Sharks: Survival at Sea Teacher Resource Guide. Contents: Welcome to SEA LIFE Orlando Aquarium! Educational Objectives:

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1 1 Sharks: Survival at Sea Teacher Resource Guide Grades 3-5 Welcome to SEA LIFE Orlando Aquarium! Arrival and Entry Please allow ample time for parking and obtaining tickets. To book a FREE on-site educational workshop to correspond with your visit, please contact our call center at Workshops must be booked at least 2 weeks in advance. Safety To have the best adventure possible, please abide by all safety precautions posted and given by our staff. If you have any questions during your experience, please speak to any member of our team. Additional Info For information on SEA LIFE Orlando and our other education programs, please visit Directions We are conveniently located on International Drive at the I-Drive 360 complex. Buses should use the east entrance off of Universal Boulevard. Parking is free! 8337 International Drive, Orlando, FL Contents: Introduction 1 Student Activities 2-5 (In the Classroom) Student Activities 6-8 (During your Trip) Sample Responses 9 State Standards 10 Educational Objectives: Learn how sharks unique features help them survive Analyze different animal adaptations to decide whether they are learned or inherited Trace the flow of energy from the sun as it is transferred through a marine food web Classify animals into major groups based on their physical characteristics and behaviors Keep records based on observations you make in SEA LIFE Use observation and collaboration to make amazing discoveries! 1

2 Super Senses What is a shark? Sharks are important predators that live in all oceans of the world. They are a special kind of fish. Like humans, most fish have skeletons that are made out of bone. Sharks are different and have skeletons made of cartilage. The tip of your nose and your ears are made of cartilage. If you wiggle them, you ll see how flexible it is. Having a flexible skeleton allows sharks to swim fast and make sharp turns underwater! Nostril Eye Mouth Gills How do sharks find their food? You may already know that sharks have a great sense of smell, but did you know they have other amazing senses? Sharks have excellent eyesight, good hearing, and sensitive taste buds. They will even spit out things they don t like the taste of! Sharks also have a super sense that allows them to detect electricity! All animals give off small electrical signals, and sharks can pick up on these. They can even sense creatures hiding in the sand! Think about it! 1.) How are sharks different from other fish? 2.) What other senses would a shark use to find food at night when it can t see well? Relevant Standards: SC.3.N.1.1; SC.4.N.1.1; SC.5.L.17.1; SC.5.L.14.2; SC.5.L

3 Open Wide! If the tooth fits There are over 400 species of sharks in the ocean. Did you know that each species of shark has differently shaped teeth? Some sharks have very pointy teeth for catching and holding onto fish. Others have flat teeth for crushing animals with hard shells like clams and crabs. The shark s teeth have adapted to their diet. By looking at the shape of a shark s teeth, you can get a pretty good idea about what it likes to eat! Instructions: Draw a line to match each species of shark to the shape of tooth that is best for what it likes to eat! Small and dull Good for crushing Whale Shark Diet: plankton, krill Very small Good for tiny food Sandbar Shark Diet: squid, fish, crabs Large and sharp Good for cutting Zebra Shark Diet: crabs, scallops, snails Relevant Standards: SC.3.N.1.1; SC.3.P.8.3; SC.5.L.17.1; SC.5.L

4 The Right Sort What am I? All living creatures on Earth can be sorted into different groups based on things they have in common. For example, bees and beetles are both types of insects because they have 6 legs and hard outsides. Instructions: See if you can match each ocean animal to the group it belongs to, then write an example of another sea creature that belongs to the same group! Reptiles: We have tough, scaly skin; breathe with lungs; are coldblooded; and lay eggs Example: Crustaceans: We do not have backbones. We have hard shells, many legs, and sometimes we have claws. Fish: We have scaly skin; breathe with gills; and have fins instead of legs. Example: Example: Birds: We have feathers and wings; are warm-blooded, and breathe using lungs. Example: Mammals: We are warm-blooded; give live birth; and breathe with lungs. Example: Relevant Standards: SC.3.L.15.1; SC.5.L

5 Open Wide! Pass It On A web of energy! All living things need energy, and that energy needs to come from somewhere. Producers are organisms that make their own food to get energy, and consumers are organisms that eat other living things to get energy. A food web is a simple way to show how energy moves between producers and consumers. Each arrow in a food web shows the direction that energy moves. 1. What is an example of a consumer on the food web? 2. What is an example of a producer on the food web? 3. Where does the Algae get its energy? 4. Where does the Shark get its energy? (Hint: It is more than one thing) 5. What do you think would happen to the sharks if an oil spill killed a lot of sea turtles? Relevant Standards: SC.3.E.5.2; SC.4.L.17.2; SC.4.L.17.3; SC.4.L.17.4; SC.5.L

6 Tunnel Vision Every shark counts! SEA LIFE Orlando is home to seven different species of sharks! Most of these live in our Shark Shipwreck area, but you can also find 2 species in our Indian Ocean habitat. Keep an eye out as you walk through the aquarium to see how many different sharks you can count! Instructions: As you walk through our 360 tunnel, count how many of each type of shark you see, then record your answers below. Shark Species How many? Black tips on tail fin Grey Reef Shark Tall dorsal fin Sandbar Shark Flat nose Nurse Shark Now, create a bar graph using the data you collected. Color in one shark fin for each shark you counted! Then, come up with a title for your chart! Grey Reef Shark Sandbar Shark Nurse Shark Title: Relevant Standards: SC.3.N.1.3; SC.3.P.8.3; SC.4.N.1.6 6

7 Living the Life Awesome Adaptations Animals depend on their physical features and behaviors to help them survive. Using these, they must find food, shelter, water, and a mate. Some of these adaptations are inherited from past generations, but some of them are learned by the animal during their lifetime. Instructions: Read about some of the ways that animals you will encounter at SEA LIFE Orlando are adapted to their environment. Then decide whether that adaptation is learned or inherited, and mark an X next to your choice. 1. The moon jellies in our Jellyfish Wall have stinging tentacles that help them catch food. Learned Inherited 2. The giant Pacific octopus in Shark Shipwreck will touch a special target to tell our aquarists that he wants to eat. Learned Inherited 3. In our Atlantic Ocean habitat, our green sea turtle, Chely, has paddle-like flippers, which are perfect for swimming. Learned Inherited 4. The sandbar sharks in the Atlantic Ocean habitat have been trained to eat fish and squid off of specially designed feeding poles. Learned Inherited 5. The zebra shark in the Indian Ocean habitat has breathing holes called spiracles on top of his head that allow him to sit on the bottom without breathing in sand. Learned Relevant Standards: SC.4.L.16.3 Inherited 7

8 Star Observations Creature Comparison At the SEA LIFE Orlando Rockpool, you will have the opportunity to meet some of our amazing creatures up close! Remember to be respectful and touch them gently with 2 fingers. Instructions: Gently touch and watch a sea star, sculpin, and sea anemone at the Rockpool. Then, record your observations in the chart below. Animal Name How does it feel? How does it move? Draw a picture! Sea Star Sculpin Sea Anemone Relevant Standards: SC.3.N.1.1; SC.3.N.1.3; SC.3.P.8.3; SC.4.N.1.6; SC.4.N.1.1; SC.5.L

9 Sample Responses: Page 2: 1. Answers will vary should include that shark skeletons are made of cartilage, rather than bone 2. Smell or ability to detect electricity Page 3: Page 4: Examples will vary. Page 5 1. Shark, octopus, fish, sea urchin, or sea turtlc 2. Algae 3. The sun 4. Fish, octopus, and sea turtle 5. Answer will vary options include shark eating more fish/octopus, or sharks starving Page 6: There are 3 grey reef sharks, 3 sandbar sharks, and 1 nurse shark Page 7: 1. Inherited 2. Learned 3. Inherited 4. Learned 5. Inherited Page 8: Answers will vary 9

10 State Standards: THIRD GRADE Relevant standards include: (SC.3.L.15.1) Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors. (SC.3.N.1.1) Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. (SC.3.N.1.3) Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted. (SC.3.P.8.3) Compare materials and objects according to properties such as size, shape, color, texture, and hardness. (SC.3.E.5.2) Identify the Sun as a star that emits energy; some of it in the form of light. FOURTH GRADE Relevant standards include: (SC.4.L.16.3) Recognize that animal behaviors may be shaped by heredity and learning. (SC.4.N.1.6) Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. (SC.4.L.17.2) Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them. (SC.4.L.17.3) Trace the flow of energy from the sun as it is transferred along the food chain through the producers to the consumers. (SC.4.N.1.1) Raise questions about the natural world, use appropriate reference materials that support understanding to obtain understanding, conducting both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. (SC.4.L.17.4) Recognize ways plants and animals, including humans, can impact the environment. FIFTH GRADE Relevant standards include: (SC.5.L.17.1) Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics. (SC.5.L.14.2) Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support. (SC.5.L.15.1) Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. 10 SEA LIFE IS A PART OF THE MERLIN ENTERTAINMENTS GROUP.

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