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Learners research a chosen ocean predator and plan a shark exhibit, including habitat description, estimated building and maintenance costs, and an explanation of public benefits. A 45-minute pre-visit lesson engages students with shark photos, vocabulary, and guided discussion about energy transfer, population balance, and biodiversity’s value to healthy ecosystems and human life.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/shark-tank-education-resources-6th-8th-grade-pre-visit-lesson/423149/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/shark-tank-education-resources-6th-8th-grade-pre-visit-lesson/423149.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What will students learn about ocean ecosystems in the pre-visit lesson?","Question",{"text":113,"@type":114},"Students learn about plants and animals in an ocean food web, how energy transfers through a food chain, and why apex predators are important. They also explore biodiversity and its benefits to human life.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What are students expected to do after researching a shark?",{"text":118,"@type":114},"Students research a well-known ocean apex predator and act as animal biologists to create a shark exhibit. Their plans must include habitat description, estimated costs, and an explanation of how the exhibit benefits the public.",{"name":120,"@type":111,"acceptedAnswer":121},"How does the lesson explain the effects of changes in populations such as sharks?",{"text":122,"@type":114},"The lesson guides students to reason that predators like sharks usually have smaller populations than prey, helping maintain balance. 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Students will research a well-known ocean apex predator, the shark. Acting as animal biologists, students will create a shark exhibit to help the public understand the importance of protecting sharks. Exhibit plans will include a description of the habitat, estimated costs of building and maintaining it, and an explaination of how this exhibit will benefit the public. They will then pitch their proposed plan to the rest of their class, who play the role of potential investors considering to fund the project.  \nStandards Alignment  \nMLS:  \n6-8. LS1 .C.1 Construct a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms.  \n6-8. LS2 .A.1 Analyze and interpret data to provide evidence for the effects of resource availability on individual organisms and populations of organisms in an ecosystem.  \n6-8. LS2 .A.2 Construct an explanation that predicts the patterns of interactions among and between the biotic and abiotic factors in a given ecosystem.  \nB 6-8. LS2 . B.1 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.  \nNGSS/ILS:  \nMS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.  \nMS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.  \nMS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.  \nMS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.  \nMS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.  \nShark Tank, 6th-8th grade  \nPre-Visit Lesson  \n45 minutes  \nObjectives:  \n􀁸 Students will learn about the plants and animals involved in an ocean food web  \n􀁸 Students will understand the process by which energy is transferred up a typical ocean food chain, starting with phytoplankten converting energy from the sun into nutrients  \n􀁸 Students will think critically about the importance of apex preditors in a food web  \n􀁸 Students will understand the concept of biodiversity and how it benefits human life  \n􀁸 Students will think critically about the educational value of zoos and aquariums  \nMaterials:  \n􀁸 shark photos  \n􀁸 pencil and paper for students to write letter of intent or computers to type their papers  \nLesson Plan  \nEngage  \nOn a projector or with printed copies, show students some photos of sharks. In small groups or as a class, ask students to share some things they notice and wonder about sharks.  \nExplore  \nWe are going to be acting as animal biologists, tasked with designing a shark exhibit at an aquarium to help promote the protection of shark species in the wild. First, we need to do some research so we understand how to communicate the importance of sharks with the exhibit we are designing.  \nReview the vocabulary words:  \n􀁸 Predator: an animal that eats other animals  \n􀁸 Prey: an animal that is hunted and eaten for food  \n􀁸 Food chain: a series of animals each dependent upon the next as a food source  \n􀁸 Food web: a system of interdependent and intertwining food chains  \nWith pictures if possible, describe a typical ocean food web, beginning with sunlight being absorbed by phytoplankten, phytoplankten being eaten by a small animal, then larger and larger animals as energy is transferred up the food chain. Possible ocean food web: phytoplankton, zooplankton, b","cbCait5TCYdL47Wi","https://ap.wps.com/l/cbCait5TCYdL47Wi","pdf",596312,"English","# Pre-Visit Lesson\n## Objectives\n## Materials\n## Lesson Plan\n### Engage\n### Explore\n### Explain\n### Elaborate\n## Standards Alignment","[{\"question\":\"What will students learn about ocean ecosystems in the pre-visit lesson?\",\"answer\":\"Students learn about plants and animals in an ocean food web, how energy transfers through a food chain, and why apex predators are important. They also explore biodiversity and its benefits to human life.\"},{\"question\":\"What are students expected to do after researching a shark?\",\"answer\":\"Students research a well-known ocean apex predator and act as animal biologists to create a shark exhibit. Their plans must include habitat description, estimated costs, and an explanation of how the exhibit benefits the public.\"},{\"question\":\"How does the lesson explain the effects of changes in populations such as sharks?\",\"answer\":\"The lesson guides students to reason that predators like sharks usually have smaller populations than prey, helping maintain balance. Without sharks, other species may overpopulate and overconsume food sources, which can lead to declines or extinction.\"}]","Shark Tank - Education Resources: 6th-8th Grade - Pre-Visit Lesson | PDF",1790630332,23]