Numerous reports suggest an increase in white shark encounters* in the United States in recent years and the public is worried.
*Encounters include sightings and census estimates, as well as physical interactions between humans and sharks.
Analysis of historical data on white shark captures determines the effect of human activities on current white shark populations.
The historical accounts of white sharks have changed over time.
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Prior to this, students investigated the history of white sharks as recorded in the fossil record and determined that shark population estimates cannot be made from fossil evidence. In this lesson, students learn about the population of white sharks as recorded in fisher logs and analyze graphical representations of data to identify temporal relationships. They read an adapted scientific text to describe evidence about fisher logs to clarify claims and findings. They realize, as consumption of natural resources increases with the rise in the human population, so do the negative impacts. They analyze patterns in the data to determine the cause of the negative impacts and learn about the effects of human intervention (through legislation). Although they are able to make some general conclusions, students realize that there are so many variables impacting the data in historical accounts that it is insufficient to fully explain the phenomenon. Finally, collaborative groups integrate quantitative information from written scientific text and visual displays of these accounts to obtain information and describe patterns and engage in early stages of constructing an explanation that includes quantitative relationships between variables to describe, at least, parts of the phenomenon (and will be built on in the next lesson and in lessons 9–10 of the learning sequence). This lesson is part of a series in the learning sequence that will culminate in students revising an explanation over time leading to engaging in argument from evidence about the causes of recent increases in the white shark population with the goal of building public understanding and alleviating concerns.
In the next lesson, students will be introduced to a modern technique that yields more reliable data: tracking devices. Students distinguish between aspects of the anchoring phenomenon and determine information needed to explain the phenomenon. This will lead them on a journey where they will learn about the physics behind tracking devices that allow us to better understand what is happening to the white shark populations and thus better understand their behavior.
Throughout the lesson, a flag () denotes formative assessment opportunities where you may change instruction in response to students’ level of understanding and making sense of phenomena.
Part I | 45 minutes | Engage |
Part II | 45 minutes | Explore |
Part III | 45 minutes | Explain |
Analyze graphical representations of data to determine the possible causes of data fluctuations and ask questions about the human activities that impacted the white shark population.
Students share their quick write in their small group, and then ask a few students to share with the whole class. Use this as an opportunity to reinforce more accurate scientifically-aligned ideas that students share, and use probing questions directed to the class to help students that may have some confusion.
All students are familiar with looking at graphs in math. Probe for prior knowledge of how to read and analyze a graph before distributing the handout. Be aware that this graph also has multiple data sets on each bar which may be, at first, confusing to students. Giving students a few minutes to just look and record “True Statements” about what they are seeing gives them time for sensemaking before there is input from others. Following independent think time, allowing for partner discussion prior to class discussion will support language learners.
(Encourage students to refer to information they tracked in their Science Notebook from Lesson 8.1: Shark Encounters to see if information from there might provide insight on making a connection between human activity and information in the figure.)
Some students may confuse an increase in sharks being inadvertently caught via gill net use to mean that there were simply more sharks (rather than the fishing method being effective). Questions such as “which patterns in the graph are based on human-made causes?” and “which patterns are based on shark population causes?” may help students.
The graph on 8.3.H2: Graph of Data from Fisher Logs stops at 2010. For students that are more engaged and would like to go further with the data, invite them to research and extend the data to 2018. If students need help searching for this information, here is a starting place: https://www.wildlife.ca.gov/Conservation/Marine/White-Shark
Obtain and evaluate information from a scientific text to analyze patterns in data to learn about the effect of human activities on white shark populations.
Roles can be differentiated based on students’ interests and abilities. Cause and Effect Analyst and Pattern Pro are roles in which all students should feel comfortable and be able to contribute to the group. Legislative Analyst is a role that takes a more critical eye and someone that can understand how and why government plays a part. The most challenging role is that of the Nature of Science Guru because it requires the student to be well versed in both the science and a big picture of what we do and why.
Construct and explanation, supported by evidence using patterns in data about the effect of human activities on white shark populations.
Reminder that “time” in this lesson is different than in the previous lesson exploring fossil evidence. If productive/useful to students when adding to 8.1.H3: My Shark Encounter Claim Chart, some students may choose to use the lens of the more recent history explored by the fisher logs. A reminder that “time” is a construct and should be agreed upon by the students in the class and may change depending upon usefulness.
Possible limitations for data could include random sampling from Fossil Evidence (Lesson 8.2: Fossil Evidence), too many factors that influence the data, inconsistency in data collection (if no one was around when a shark was landed, data didn’t get collected). Additionally, there is a gap in the data from 2009 to present. The class should come to the conclusion that the future purposes of using shark tracking technologies in this learning sequence is to retrieve data about sharks and their encounters to fill in these gaps of information.
If you have students who need help analyzing the graph, establish the context by asking students to identify the title, key, and description of data, and define any words that are new. Another strategy is to ask students to describe the graph in their own words. Help them identify the horizontal value (time). Help them analyze the vertical value (range). Identify the overall trend. Look for peaks and valleys. Is there a pattern to them?
If you have students who need help with reading tasks, ask the class to skim the article first, and identify any words that might need clarification. Clarify the directions, then ask students to do a group read (have one person in the group read the article out loud), but encourage students to withhold group discussions until everyone has had a chance to do their own thinking and make notes in their Science Notebook first, then discuss with their group, and revise Science Notebook work accordingly.
During literature circles, plan extra accommodations for those who need literacy support. These students can be paired with a peer for the initial attempt at the reading. When expert groups decide on their three pieces of information, encourage the class to allow those that are quiet to speak first. Have the expert group verify that all have information recorded in their Science Notebook before rejoining their home groups.
By seating students in groups (groups of 4 work well) and encouraging regular conversation, students have time to interact more with content and naturally help those that need more support. Use of 8.1.H2: Scientist Communication Survival Kit helps to make sure that students who don’t feel comfortable sharing (often because of language, literacy level, uncertainty of content knowledge, etc.) are prompted to do so in a supportive way.
Use of a sense-making Science Notebook supports student language development, conceptual development, and metacognition. Students should be prompted to use their Science Notebook for
Consider providing sentence frames for low literacy and second language learners. The use of graphic organizers can help struggling students manage Science Notebook work. To support students learning English, allow conversations and Science Notebook work to happen in the language that the student is most comfortable expressing understanding, and then encourage expression using simple English phrases (or more complex for students with increasing proficiency).
As this lesson is rich with discourse opportunities, consider partnering second language learners with a “language broker” (another student who is bilingual in English and the student’s home language) to allow these partners to first discuss ideas in their home language. Monitor this pairing and provide additional language support as needed.
California Department of Fish and Wildlife. (n.d.). White Shark Information. Retrieved from https://www.wildlife.ca.gov/Conservation/Marine/White-Shark
Lovgren, S, (2005, June 15). “Jaws” at 30: Film Stoked Fear, Study of Great White Sharks.” National Geographic. National Geographic Society, 15 June 2005. Web. 29 May 2017.
Lowe, C. G., Blasius, M. E., Jarvis, E.T., Mason, T. J., Goodmanlowe, G. D., & O’Sullivan, J. B. (2012). Historic Fishery Interactions with White Sharks in the Southern California Bight. In Domeier, M. L. (Ed.), Global Perspectives on the Biology and Life History of the White Shark (169-185). Boca Raton, FL: CRC Press.
Showley, R. (2012, June 16). Tuna: A San Diego Fish Story. San Diego Union-Tribune. Retrieved from http://www.sandiegouniontribune.com/business/growth-development/sdut-tuna-san-diego-fish-story2012jun16-htmlstory.html
Straits, W. & Nichols, S. (2006, November 1). Literature Circles for Science. Science and Children, 44(3), 52–55. Retrieved from https://common.nsta.org/resource/?id=10.2505/4/sc06_044_03_52
Summary of the Endangered Species Act. (2019, July 5). Retrieved from https://www.epa.gov/laws-regulations/summary-endangered-species-act
The Marine Mammal Center. (n.d.). Retrieved from http://www.marinemammalcenter.org/what-we-do/rescue/marine-mammal-protection-act.html