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Description

This session will introduce students to megalodon and other sharks. Children's author Janet Riehecky will provide a recorded presentation and then conduct a live question and answer session. The audience ranges from PK to 2nd Grade. Prerequisites, content, outcomes, and curriculum alignment should be adjusted based on the grade level.

Student preparation includes the following. Students should know the 5 senses, the parts of the human body, what an ocean is and examples of animals that live there, the difference between consumer and producer, and the difference between predator and prey. Also, students should be ready to wear one of the masks (hammerhead or great white shark) from the Muses3 Shark Week Resource Pack.

Teachers should download and look through both the Muses3 Shark Week Resource Pack and the Muses3 Fun Activities PDFs before the session. Public school teachers are welcome to make as many copies of pages as needed for their classrooms.

Key Questions

What is a shark and how is it born? What is the shark life cycle?
Where do sharks live? What parts of the environment support sharks?
What do sharks eat? What does a simple shark food chain and food web look like?
What are the different parts of a shark’s body?
What are the shark senses?
What are the names of some different types of sharks?
What are the relative sizes of sharks today compared to the largest prehistoric shark?
What are some unusual facts about sharks?

Expected Outcomes

Students will be able to describe where sharks live, how they are born, what they eat, and their role in the ecosystem.
Students will be able to name and explain at least 5 different shark body parts.
Students will name and explain the shark senses.
Students will be able to name at least 4 different types of sharks.
Students will be able to list at least 4 unusual facts about sharks as compared to humans.

Documents

Curriculum Alignment

(4)Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:
(B)use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment

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(10)Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:
(A)sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape

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(10)Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:
(B)identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs

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(10)Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:
(A)investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats

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(10)Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:
(C)compare ways that young animals resemble their parents; and

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(9)Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:
(A)identify the basic needs of plants and animals

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(9)Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:
(B)identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and

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(9)Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:
(C)compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area

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(10)Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:
(A)observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water

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(9)Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to:
(A)observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem

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(9)Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to:
(B)identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and

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(2)Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:
(C)construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data

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(3)Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
(B)draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen

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(9)Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:
(B)describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers

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(10)Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:
(B)differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and

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(7)Geometry and measurement. The student applies mathematical process standards to directly compare measurable attributes. The student is expected to:
(B)compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference

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(2)Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to:
(G)relate decimals to fractions that name tenths and hundredths; and

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(9)Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:
(A)represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and

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(24)Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:
(A)gather evidence from available sources (natural and personal) as well as from interviews with local experts

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(29)Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language

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(17)Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A)plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals)

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(17)Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(B)develop drafts by categorizing ideas and organizing them into paragraphs

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Session Date

 06/20/2018 11:00 AM   Eastern Time

Duration

 00:00

Presenter

Carl Franklin, Ph.D. Muses3, LLC

Invitee

Miranda Cook (Vista Grande Elementary) VISTA GRANDE

Invitee

Thomas McMullen Nepris Test High School

Invitee

Katie Heck EAST IBERVILLE ELEMENTARY/HIGH SCHOOL

Presenter

Janet Riehecky Freelance
Classes
Summer Camp  
Grades
Grade K   Grade 1   Grade 2  
Career Clusters
Not Available  
No. of Students
Not Available  
Topic
Shark Week Preview Session (PK-2)
Sub Topic
Demonstration for Multiple School Districts  
Industry
Education   Academic   photographer   childrens author  
Skills/Specialties
Not Available